Teachers' Manual 



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Topical Studies 
in >^ 

United States 
History 



Lewis 




LIBRARY OF CONGRESS. 

Chap.b_*:[-?Dopyriglit No 

UNITED STATES OF AMERICA. I 




'Hi III 




awliiiHlliii 



i^m^mm 



Teachers' Manual 



w':' D. 'lewis. 



Principal Prescott Sciiool, Syracuse, N. Y, 



TO ACCOMPANY 



Topical Studies 



IN 



United States History 

Superintendent A? B. ,Blodgett. 




LEAVENWORTH & MVER, Publishers, 
Syracuse, N. Y. 

2nd &bPy, 



5213 

Copyright i8g8 

by Smith, Leavenworth &^ Myer 

{All rights reserved) 

\ 



LIST OF KEY EVENTS. 



Page. 

I. 1492. Discovery of America by Columbus. - 7 

II. 1519-21. Circumnavigation of the globe by Ma- 

gellan. - - - _ 8 

HI. ■ 1565. The first permanent settlement within the 

territory ot the United States at St. 

Augustine. - - - 8 

IV. 1607. Settlement of Jamestown by the English. 9 

V. 1620. Settlement of Plymouth by the Pilgrims. 10 

VI. 1634. Settlement of Maryland by Catholics under 

Lord Baltimore. • - - 11 

VII. 1664. Capture of New York by the English. - 11 

VIII. 1669. Exploration of the Mississippi Valley by the 

French under LaSalle. - - 11 

IX. 1676. Bacon's Rebellion in Virginia. - 12 

X. 1683. Settlement of Pennsylvania by Quakers. 12 
XL 1754- Beginnmg of French and Indian war. - 12 

XII. 1765. Passage of Stamp Act. - - 13 

XIII. '^1776. July 4, Declaration of Independence. - 14 

XIV. ti776. Aug. 27, Battle of Long Island. - • 15 

XV. 1776. Dec. 26, Battle of Trenton. - - 15 

XVI. 1777. Oct. 17, Surrender of Burgoyne at Sara- 

toga. - - - - 15 

XVII. ti777. Sept 27, Capture of Philadelphia by the 

British. - - - - 16 



XVIII. fiySx 

XIX. 1781. 



XX, 



XXI, 



1783. 



1789. 



XXII. 


1803. 


XXIII. 


1807. 


XXIV. 


1813. 


XXV. 


1820. 


XXVI. 


1825. 


XXVII. 


1837. 


XXVIII. 


1854- 


XXIX. 


1863. 


XXX. 


1868. 


XXXI. 


1879. 


XXXII. 


1893. 


^Rei 


nember 


•fDate need 



Page. 

Aug. 16. Battle of Camden. - - 17 

Oct. 19, Surrender of Cornwallis at York- 
town. - - - - 17 

Sept. 3, Treaty of Peace with Great Brit- 
ain. - - - - 18 

April 30, Beginning of government under 

ihe present Constitution. - 19 

Purchase of Louisiana. - - 21 

The Embargo Act. - - - - 22 

Sept. 10, Perry's victory on Lake Erie. 23 

The Missouri Compromise. - - 24 

Completion of the Erie Canal. - 26 

Business Panic of 1837. - - 34 

Kansas-Nebraska Bill. - - 34 

July 1-4, Battle of Gettysburg, Surrender 

of Vicksburg. - - - 38 

Impeachment of President Johnson. - 41 

Resumption of Specie Payment. - 42 

World's Fair at Chicago. - - 43 

1774, date of First Continental Congress. 

not be memorized. 



INTRODUCTION. 

Topical Work. — By using this method pupils learn the value 
of collateral reading. While the plan can be used successfully 
with any text-book, a variety of books becomes an advantage 
when using the chart as a guide. The chart statement, of many 
topics, is all that is required. Numerous events are mentioned 
here that are entirely omitted in the school histories. Many of 
these are of minor importance, yet their mention is of great value 
in showing the growth of sentiment or the development of insti- 
tutions. 

There are portions of the text-book that need very little 
notice ; however, when a teacher assigns a certain number of 
pages, she must require recitations upon the whole, or some part of 
the next lesson, perhaps the most vital, will be slighted by the 
pupils in preparation. By using the chart as a guide the pupil's 
mind is immediately directed to the important events and much 
time is saved. 

By our system of grouping everything around certain central 
or key events the unity and continuity of history become imme- 
diately evident. Pupils learn that historical facts have a relation- 
ship to each other, that there is a sentiment behind each event 
and that the relations of cause and effect are as valid in history as 
in physics. Let the pupils memorize only the dates of the key 
events, grouping all other events in their relation to these, and 
the trouble with dates, the great bugbear to the beginner in 
history, will be eliminated. 



TOPICAL STUDIES IN U. S. HISTORY 



Institutions, customs and industries are shown as a growth 
from certain conditions, and not as mere chance occurrences. 
Thus instead of an endless process of dry memorizing, history 
becomes aHve with thought and interest. 

The bibliography and the references serve as authority for 
statements. It is not expected that any school will have all 
the books referred to in this chart. The majority of the schools 
will have some of them. Hiske's, McMasters' and Bancroft's 
works can be secured for a very limited outlay. 

Suggestiveness. — This method of studying history will 
give to the pupils greater breadth of view. The constant aim has 
been to take the learner out of the beaten path into fresh fields of 
thought. For example among the effects of the French and Indian 
wars, reference is made to the Tory party in England, thus calling 
out the idea that England even then had parties like those in the 
United States today. Again, in 1787, the Constitution is referred 
to in such a way that children will be led to consult that document. 

By taking two or three minutes with the chart at the end of 
a lesson to assign the work for the next recitation much of the 
pupils' energy can be saved. Their attention can be called to 
the central events and to the connection between related events. 
Important topics can be indicated so that there shall be detlnite- 
ness in preparation. 

Reviews should be frequent and should follow two general 
lines: first, the general topic as outlined in the manual; second, 
the chart statements in order, showing contemporaneous events 
and chronological development. These reviews are suggested at 
various points in the manual. It is quite possible that some 
teachers will see fit to review oftener than herein indicated. 

The author of this manual desires to express his obligation 
to Dr. W. H. Mace of Syracuse University, for valuable aid in 



DISCOVERY. 



reviewing this manual, also for the use of the compilation of the 
original documents in his ^'Working Manual of American History." 

No effort has been made to have each group of events cover 
just space enough for one lesson. Always begin with the key 
event. Then whatever else you may consider will appear in its 
proper relations. 

In quotations from the chart only the date, and the first and 
last words are usually given. 



DISCOVERY. 

First Key Event. Discovery of America by Colum- 
bus, 1492. 

For your first lesson take the statement under 1492 as the first 
key event. Turn to the map of Voyages and Discoveries g86-i682, 
and show route by which Columbus came and the one by which 
he returned. What did this mean to the world ? See small map 
oi The Known World in I4g2. Call out ideas as to the popular 
belief concerning shape and extent of the earth. What made 
Columbus think differently ? Ask these questions of your class, 
not of the chart. The class will give the answers. See refer- 
ence to Sir John Mandeviile, also first three notes under "Colum- 
bus' early voyages." If you have the books refer to J. U. C. 
and F. D. of A. as given in the chart. Ask some pupil to look 
up Columbus' difficulties in securing equipment for his expedi- 
tions, and report same to the class. How was the theory that 
the earth is round received } See fourth and fifth notes. 

Now we have the first great fact of American history, the 
Discovery of America by Columbus. Some of your class will 



TOPICAL STUDIES IN U. S. HISTORY. 



probably ask why we say that Columbus, instead of the North- 
men, discovered America. If they do not, ask them, and then 
briefly notice the supposed voyages of the Northmen. See map 
of Voyages and Discoveries, emphasizing the note. Do not try to 
make the pupils remember just what Columbus did on each of 
his subsequent voyages. It is of relatively little importance. 
Be sure that they understand that these voyages were the foun- 
dation of Spanish claims in America. England .... Cabots, 1498. 

Second Key Event.— Magellan — Continent, 1519- 
1521. 

What did Magellan's voyage prove .? How did the fact thus 
proven agree with Columbus' idea ? How did it differ ? For 
what were the Spaniards searching.? Notice Vespucius, 1498 
(Naming of the Continent), (^ortereal, I5c3i (Portuguese), First 

Darien, 1510; Ponce de Leon, 1513; Cortez, 1519-1521; 

Verrazano, 1524; Narvaez, 1528; De Soto, 1539-1541. 

Compare statement under 1 534-1 535 with that under 1498. 
Let your class understand that these two events go together and 
that they will hear of them again. (See 1608 and 1607 respect- 
ively.) 

Review from the beginning taking events in order as given 
in the chart. This gives an idea of contemporaneous occurrences. 

Third Key Event.— St. Augustine ... States, 1565. 

Have pupils read up events mentioned in 1562 and 1564, but 
keep connection with 1565. Suggestiveness — religious feeling 
and prejudices. Older pupils can be interested and brought into 
wider fields in this way. Notice 1582. 

What shall we do with topics not mentioned here ? The 
chart statement is sufficent. If pupils spend their time to learn 



SETTLEMENT. 9 



details of event-s that have not real bearing on the history of the 

country, their energy is dissipated and they lose sight of the im- 
portant points. 

Take a .general review of discoveries. Turn to first map and 
observe tliat French discoveries have been in the northern, English 
in the central, and Spanish in the southern part of the country. 



SETTLEMENT. 

Fourth Key Event.— Settlement of Jamestown, 
1607. 

Notice map of King James' patent of 1606. 

Give account of 1584-85, etc. in connection with 1607. 1608 
in connection with 1607 and show that 1497-98 and 1534-5 are 
related. Follow chart statements under 1610-12-14-19, using 
1607 as central event. Emphasize House of Burgesses and intro- 
duction of Slavery as events that had important effects. For rela- 
tions of 1498, 1584-5, 1607, 1608, 1609, see maps of National 
Claims to Atlantie Slope in 1640, and same in 16^^. 

In 1612 we have the beginning of a great American industry. 
Notice its development in 1619 and in 1640. What effect had it 
upon the growth of the colony .? 

Negro slavery began in 1619. Note its relations to the 
tobacco and later to the cotton industry. Notice that this insti- 
tution became the basis of the economic system of the southern 
states. 

During the period of Cromwell's ascendency in England the 
colony was left to elect its own Governor and manage its own 
affairs. Thus the spnit of liberty was developed. (See Bacon's 
rebellion, 1676.) 



10 TOPIC A L S TUDIES IN U. S. HIS TOR V. 



Fifth Key Event— Puritans ... 1620. 

Notice maps showing King James' Patent, 1606, and Re-organ- 
isation of PI}' mouth Company in 1620. 

Who were the Puritans? Why so called? Distinguish be- 
tween Puritans, and Pilgrims? Religious freedom at this time. 
Wanderings of Pilgrim.s. (See Extracts from Original Docu- 
ments, p. 3.) Why they went to Holland. Why they came to 
America. 

Characteristics of the Puritans: — 1620 and 1628 notes; 163 1, 
whole topic, 1635, note, and 1636 topic with notes. 

Notice that the spirit of independence which influenced these 
people to come to America made their political enslavement im- 
possible. Their ideas of government as shown by Mayflower 
Compact, (see Extracts from Original Documents, p. 3,) town- 
meetings. Their ideas influenced the form ot our government. 
Their estimate of education — Harvard, 1636. Note 1639, 1647, 
1701. How these ideas influenced later development. Compare 
education, North and South. Religious belief the basis of Puritan 
character. Note typical picture Puritans going to Chureh: Salem 
and Boston Colonies, 1628 and 1630. Compare with each other 
and with Plymouth Colony in wealth, etc. The Massachusetts 
Colony branches out. Rival claims to Connecticitt Valley. Settle- 
ment of Connecticut. Connecticut Consitution, 163Q. Roger 

R. I., 1636. Puritan Intolerance, 1631; Roger Williams, 

1635; Quakers, 1656; 1692. Puritan Superstition, Salem Witch 
craft, 1692. hidian troubles — 1637, Pequod War; 1675, King 
Philip's War. The germs of American Union: New England Con- 
federacy, 1643, note; Connecticut Constitution, 1639; First 
Colonial Convention, 1690. Review from 1607. 



SETTLEMENT. IJ 



Sixth Key Event.— Maryland settled, 1634. 

The new idea of religious toleration. Comp^^re Roger Williams 
at Providence, 1636; William Penn at Philadelphia, 1683. Clai- 
borne's Rebellion, 1645. Ask some pupil to give an account of 
the changes of government in Maryland from 1645 to 1776. 
(Don't require class to remember all the changes.) 

Notice the nature of grant to Lord Baltimore in 1632, which 
practically made him king. 

Seventh Key Event. -Capture of New York by the 
English, 1664. 

Notice 1609, 1610, 1623, 1626. The Four Dutch Gov- 
ernors. (Recommend to class Irving's Knickerbocker's History of 
New York.) Why is 1664 important ? What would have been 
the effect upon the Union of the Colonies if New York had 
remained in the hands of the Dutch ? 

Notice Dutch system of patroons. Simply call attention to 
chart statements under 1673 and 1674. 

Now study map of National Claims to tin' Atlantic Slope in 
1640. Also National Claims in i6^<y. 

Eighth Key Event.— La Salle in the Mississippi 
Valley, 1669. 

Summarize French Claims, 1534-35, 1608 and 1654. See also 
1682 and 1 71 8. Turn to map of Explorations in United States. 

Trace explorations of La Salle, Marquette, etc. Now show 
map of Central North America in ly^^. This gives a valuable in- 
sight into the causes of the French and Indian War, and should 
be briefly reviewed in taking up that war. 



12 TOPICAL STUDIES IN U. S. HISTORY. 



Ninth Key Event.— Bacon's Rebellion, 1676. 

Just 100 years before the Declaration of Independence, tlie 
event is typical of the love of freedom which was behind the 
Revolution. Compare 1641 and the story of the Charter Oak in 
Connecticut in 1687. 

Tenth Key Event.— Settlement of Pennsylvania, 
1683. 

Object of the colony. Other colonies established for similar 
purposes were Massachusetts, Rhode Island, Maryland, Georgia. 

Review from 1607 to 1753, first by key events and then tak- 
ing each event as given in the chart. 

Eleventh Key Event.— French and Indian War, 
1754. 

Recall very briefly the French and the English discoveries: 
the Cabots, Cartier, Champlain, the explorations of La Salle, 
Marquette, etc. 

Review map of National Claims to the Atlantic Slope. 

Cover carefully the topics mentioned in 1689 (with note) 
1690, 1702, 1744. Teach names. King William's, Queen Anne's, 
King George's War. See note ** Causes of the French and Indian 
War." Now refer to the map of Central North America in ly^^. 
Be sure that your class understands the strategic importance of the 
junction of the Allegheny and Monongahela Rivers. Also of the 
Niagara River, Quebec, Ticonderoga and Louisburg. The French 
chain of forts. Washington's journey, its purpose and results. 
Braddock's defeat. 1758, 1759. ^ strong moral lesson can be 
drawn from the story of General Wolfe and Grey's Elegy. 
Compare the maps of Central North America ly^^ and iy6^, and 



SETTLEMENT. 13 



have class learn effects as given in the notes. Explain that if 
England had not helped us to acquire the territory between the 
Allegheny mountains and the Mississippi River, after gaining our 
independence we would have had to fight France before we could 
have settled the Ohio Valley and the Northwest Territory. Call 
out the idea of party government in England. Many pupils be- 
lieve that the Queen makes the laws of England. 

Review from 1753. Give one or two lessons on the social, 
industrial and commercial conditions of the colonies. 

Twelfth Key Event— Stamp Act, 1765. 

Enforcement of navigation laws (see Extracts from Original 
Documents, pp. 5, 6, 7); Writs of Assistance to be used in execut- 
ing the laws. Feeling of the colonies shown by First Colonial or 
Stamp Act Congress in its Declaration of Rights (see Extracts 
from Original Documents, p. 7); also by the Sons of Liberty. 
Have some pupil give to the class an account of what the Sons of 
Liberty did. (F. A. R. I p. 23.) 

Duties .... tea, 1767. The object of the tax was to pay 
salaries of royal governors and of judges appointed by the king. 
This would make these officials independent of the colonies. 
Notice non-importation agreement of the colonies which crippled 
British trade. 

Massachusetts grievances, 1768. At the same time 

the Massachusetts Assembly sent a petition to the king for redress 
of grievances. Effect of this petition and of the Circular Letter 
upon the British Government. (See Extracts from Original Docu- 
ments, p. 8). 

British September 27, 1768. Parliament king- 
dom, 1769. Boston Massacre, 1770. Gaspee Bay, 1772. 

Chart statement with note is sufficient. Incident valuable in 



14 TOPICAL STUDIES IN U. S. HISTORY. 

showing sentiment of the colonies. Committee Union, 1772. 

Boston Tea Party, 1773, (see Extracts from Original Documents, 
p. 10). British attempts at coercion. Boston Port Bill, 1774, 
(see Extracts from Original Documents, pp. 15-16), Quartering 
of Troops Bill, 1774. Another law known as the Regulating Act 
annulled the Charter of Massachusetts and substituted a royal 
despotism. — F. A. R., I p. 95. 



THE REVOLUTIONARY WAR. 

Thirteenth Key Event.— Declaration of Indepen- 
dence, July 4, 1776 

First Continental Congress, 1774, (see Extracts from Orig- 
inal Documents, p. 12). Learn date. Declaration of Rights and 
addresses to the king, to the people of Great Britain, and to the in- 
habitants of British America. (See Extracts from Original Docu- 
ents, p. 11). Read Declaration of Rights to the class. Battle of 
Lexington, 1775. Second Continental Congress. Show senti- 
ment of colonists as shown in first, second and third notes. Place 
especial emphasis on second note and on rejection of petition. 
Growing sentiment favoring independence. Common Sense. 
(See Extracts from Original Documents, p. 18). Effect of Battle 
of Lexington shown by minute men gathering around Boston. 
Washington elected Commander-in-chief. Battle of Bunker Hill. 
Why was Bunker Hill important.? Notice effect of the battle: 
Washington said " The liberties of the Country are safe." Con- 
dition of the army when Washington reached Boston, (have some 
pupil report to the class). Dorchester Heights. Americans capture 
Boston, (see Extracts from Original Documents, p. 17). Sum- 
mary of causes of the war, fourth note. DECLARATION OF 
INDEPENDENCE, JULY FOURTH, 1776— read the Declaration. 



THE RE VOL U TIONA R V JVA R. 15 



The various documents given in this period show more clearly 
than anything else the real feeling of the colonies. In many cases 
it will not be practical to read all that is given in the manual but 
selections will be of interest and full of instruction to the class. 

Notice object and results of the American attack upon Que- 
bec, 1775. Americans greatly encouraged over the repulse of the 
British at Fort Moultrie, 1776. Third note. 

Fourteenth Key Event.— Battle of Long Island, 
August 27, 1776. 

(See second note, 1776.) Why did the British attack New 
York? Capture of New York. Call attention to Washington's 
skill in saving the Army from capture after the American defeat 
on Long Island. What did Washington then determine to do ? 
Third note, 1776. 

Fifteenth Key Event.— Battle of Trenton, December 
26, 1776 

Effect of this battle upon public sentiment. How Washing- 
ton outwitted Cornwallis. Battle of Princeton. These victories 
saved Philadelphia for nearly a year. Third note, 1776, Refer 
to map and show how Washington's position at Morristown made 
it impossible for the British army threatening Philadelphia to keep 
up communication with New York. 

Sixteenth Key Event. — Surrender of Burgoyne, 
October 17, 1777. 

(See Extracts from Original Documents, p. 20). Object of 
Burgoyne's Campaign same as that against New York. Turn to 
Map of Revolution and show that the success of this plan would 



16 TOPICAL STUDIES IN U. S. HISTORY 



have divided the Colonies geographically. Massachusetts was 
one of the chief centers of the opposition to Great Britian. New 
England was the home of the Puritans whose ancestors had once 
overthrown the British Government. Result of Burgoyne's Sur- 
render. See second note, 1778. Now read first topic under 1778 
with note. 

Turn to Table of Battles. Notice numbers 10, 11, 12, 13 
with dates, (do not try to have pupils memorize dates). Empha- 
size 14 and 16 with dates in connection with 10 to 13, 15 and 17. 
Thus the two campaigns are shown in their contemporary rela- 
tion. E. S. Creasy, an eminent English historian, gives the Bat- 
tle of Saratoga as one of the Fifteen Decisive Battles of the World. 

Of course the Table of Battles is to be used simply for refer- 
ence and as a convenience in teaching. No teacher would think 
of requiring pupils to memorize details of even a small number of 
battles. Observe that the Table of Battles denotes by "X" the 
commander of successful side and gives brief notes. Now re- 
member for a moment that 10 to 13, 15 to 17, represent the bat- 
tles of Burgoyne's invasion. Turn to Map of the Revolutionary 
War. In central and eastern New York and in southern Vermont 
}'ou can trace these battles in their order. Five minutes study be- 
fore class time will thus enable the teacher to give a clear idea of 
the progress ot any campaign. 

Seventeenth Key Event.— British Capture of Phila- 
delphia, September 26, 1777. 

See second note 1777. Try to teach a lesson on the charac- 
ter of Washington in connection with Valley Forge. (See ex- 
tracts from Original Documents, p. 21). Get some pupil to look 
up American hardships during this winter. Why did some of the 
leaders want Gates as Commander-in-chief.? Was their reason a 



THE REVOLUTIONARY WAR. 17 



good one? See remarks on first battle of Saratoga. (Table of 
Battles). Why did the British leave Philadelphia? See second 
note 1778. Emphasize meaning of French Alliance. 

Battle of Monmouth, Gen. Charles L^e. French .... July 
nth, 1778. 

Eighteenth Key Event.— Battle of Camden, August 
16, 1780. 

Emphasize the plan of the British to conquer the South. 
They hoped that if they were compelled to recognize American 
independence some of the Southern states could be retained as 
British Colonies. 

Financial difficulties. Continental money. Fourth note 
1778. (This is one of the topics that can be emphasized only in 
classes of somewhat mature pupils). To show how these difficul- 
ties continued look up Mutiny .... troops, 1781. The British 
conquer Georgia and capture Savannah. D'Estaing .... Savan- 
nah, 1779. British .... Charleston, 1780. Camden. Notice 
rout of army, incapacity of Gates. Georgia and South Carolina 
in the hands of the British. Constantly refer to the Map of the 
Revolution. The darkest period of the war. Arnold's treason. 

Nineteenth Key Event.— Surrender of Cornwallis at 
Yorktown, October 19, 1781. 

Change of commanders in the South. King's Alountain, 
Cowpens, Greene's retreat (follow on the Map). Battle of Guil- 
ford Court House. The Americans were driven from the field but 
the British turned and retreated to Wilmington. 

Greene then went to South Carolina and soon drove the 
British into Charleston and Savannah. Hobkirk's Hill. Eutaw 



18 TO PIC A L STUDIES IN U. S. HIS TOR V. 



Springs. As soon as Greene left him, Cornwallis moved to Pe- 
tersburg, Va. See first note 1781. 

Notice Washington's skillful movement from the Hudson to 
Yorktown. (Second note under 1781.) Capture of Cornwallis 
and end of the war. (This campaign is outlined more fully be- 
cause it is often obscure.) 

Twentieth Key Event.— Treaty of Peace with Great 

Britain, September 3, 1783. 

It is a popular belief that France was our steadfast friend 
throughout the trouble with England. Emphasize notes under 
1782 and the map of Nort/i America iy82. The conditions were in- 
deed very peculiar. With the indispensable aid of France we had 
just worsted England in fight. Now the conditions were changed 
as the views of France on some points were directly opposed to 
our interests, viz: fisheries, boundaries, etc., and our Ministers 
had to meet the trained statesmen and diplomats of both nations. 
Even then France was jealous of the new republic which she fore- 
saw might become a formidable rival The Treaty of Alliance 
between France and the United States had expressly stipulated 
that neither power should ever make peace with England without 
the consent of the other. Jay found that Vergennes, the French 
Minister, was sending a secret emissary to Lord Shelburne under 
an assumed name. As soon as Jay learned these facts he sent 
his friend Dr. Vaughan to Lord Shelburne to put him on his guard. 
Lord Shelburne at once perceived the antagonism that had arisen 
between the allies and took advantage of it. Of course England 
and France were enemies and we were now able to make favor- 
able terms, as England was anxious to separate us from France. 
Fiske says, ''On the part of the Americans the treaty of Pans was 



THE REVOLUTIONARY WAR. 19 



one of the most brilliant triumphs in the whole history of modern 
diplomacy, to which the varied talents of Franklin, Adams and 
Jay alike contributed." 

Review from 1754 using manual outline, then go over the 
ground again taking each topic as given in the chart. 

Twenty-first Key Event.— Beginning" of Government 
under the Present Constitution, April 30, 1789. 

The eight years following this date constitute a period which 
cannot be better characterized than by the term experimental. 
(See 1796, note). 

Emphasize defects of Confederacy. Follow carefully notes 
under 1783. This period of our history is poorly understood. Try 
to get as much as possible outside of your text-book. 

Federal .... Constitution, 1787. Ordinance .... Slavery. 
Notice that slavery was behind the questions which arose even 
then. See quotation from Fiske's Critical Period, in notes under 
1787. ** Constitution ... States, 1787." Emphasize notes. 
This is a good place to give at least one lesson on the nature of 
the Constitution, of which many pupils are woefully ignorant. 
Teach distinction between Constitution and laws. Illustrate by 
Charter of City and ordinances of Common Council, etc. The 
illustration may be extended to Mayor, police court, etc. Teach 
the three departments of government and turn to the Constitution 
and read with class brief extracts showing how each department 
is created by the Constitution, e. g., Article 1, Section i, and the 
first clauses of Section 2 and 3 respectively will give you an idea 
of the two houses of Congress. Read all or part of Art. I, 
Sections 8 and 9 which tell what Congress may and what it 
may not do. Art. II, Section i, first clause, deals with the organ- 
ization of the Executive Department. Sections 2 and 3 give 



20 TOPICAL STUDIES IN U. S. HIS TOP V. 



duties of President. Art. Ill, Section i, provides for tiie forma- 
tion of the Judicial Department. 

Require class to get the substance of note on Brief Early Po- 
litical History, 1789. The Presidential Table on this page is the 
first of a series on political history. Under the heading, "Political 
Issues" are given the questions of the campaigns. Under the 
heading, ''Important Issues" after the names of President and 
Vice-President, are given the most vital questions that arose dur- 
ing each administration, with the date of each. From this note 
,call the attention of your class to the various problems that con- 
fronted the new government, keeping before them the idea that 
by many people it was considered an experiment. 

The teacher may be confused by the first topic under 1790 
unless it is remembered that Congress convened in extra session 
in 1789. During this extra session the government was organ- 
ized and the first revenue tariff passed. 

Emphasize notes under 1790, keeping in mind the desperate 
financial condition of the government as shown before. 

First Census, 1790. "Genet ... recalled," 1793. First 
note under 1793. Have topic read up outside. Show extreme 
republican sentiment as evidenced by sympathy with France. 
(See also next key event). 

"Whitney's Cotton Gin," 1793. Learn four effects as given 
in the notes. Emphasize as an event of far-reaching effect. Fu- 
gitive slave law. (See Extracts from Original Documents, p. 28). 

"Whisky Pennsylvania," 1794. What attitude did this 

show on the part of the Government.? What would probably 
have been done in a similar case under the Confederation.? 
"Jay's Treaty," 1795, with note. Washington's Farewell Ad- 
dress, 1796. Use note 1796 as summary from 1789. Notice that 
government under the Constitution was no longer an experiment. 



DE VEL PM EN T OF S TA TES. 2 1 

Twenty-second Key Event. — Purchase of Louisi- 
ana, 1803. 

By observing something of the development of the people 
more nearly correct ideas of the progress of history can be 
formed. 

The census of 1790 showed a population of 3,929,827; that 
of 1800, 5,305,932; that of 1810, 7,239,812. The population had 
nearly doubled in 20 years. The population of New York State 
at the census of 1890 was 5,997,853; of (Greater New York, 
2,985,422, of Illinois, 3,826,351. 

In 1800 Spain ceded Louisiana to France. Three years later 
it was purchased from France by the United States. (Read note, 
1803, and emphasize political importance as there suggested). 
Turn to map of Territorial Groidli, and compare area with that of 
original possessions. Notice great agricultural and mining States 
carved from this territory. Where do we get our wheat? or 
beef? our pork? 

As a brief review turn to the maps showing national posses- 
sions before and after the French and Indian War, (1754-1763). 
Notice that in 1782-3 the French contended that the territory 
south of the Ohio River should remain neutral. (See map under 
1783). In this territory they felt a lively interest as it had so 
recently been under the French flag. (See map under 1803.) 
European complications East of the Mis>issippi River were finally 
eliminated by the purchase of Florida by the United States in 
1819. 

Expeditions o*f Lewis and Clark and of Pike. 1804-1806. See 
map of Explorations in the United States. 

Importation of Slaves abolished, 1807. 



22 TOPICAL STUDIES IN U. S. HISTORY. 



Fulton's Steamboat, 1807. Emphasize importance of this in- 
vention to a nation of such vast extent and containing such mag- 
nificent inland waterways. Up to 1807 the United States devel- 
oped marvelously in agriculture and commerce. The wars of Eu- 
rope gave us an immense carrying trade. See first note under 
1807. 

Review from 1783. 

Twenty -third Key Event- The Embargo Act, 1807. 

After having been recognized as an independent nation it 
was necessary for the United States to endure many insults from 
foreign powers, until at length the War of 1812 compelled due 
recognition of our rights. Treaty with Spain, 1795. Importance 
of opening Mississppi River to American commerce. Jay's Treaty 
with England, note. What condition of affairs caused Jay's 
mission ? Have class look up why the nation was drifting towards 
war with England. Why was Treaty unsatisfactory? How did 

Jay's Treaty affect France ? War threatened, 1798. Read 

note. Have some one report to the class upon the topic, X. Y. 
Z. Mission. 

The Alien Law and the Sedition Law, 1798. What they 
were. Why passed, and why unpopular.? The Philadelphia .... 
Tripoli, 1804. Treaty with Tripoli, 1805. What did this show 
as to the mettle of the new nation .? (See Extracts from Orig- 
inal Documents, p. 22.) Causes of the War of 1812. See 
notes opposite 1807. 

These notes give in a very succinct form an account of the 
troubles leading to the War of 1812. The teacher can expand as 
much as seems fit. Be sure that the class sees how American 
commerce was injured by the Orders in Council and the Milan 



DE VEL 0PM EN T OF S TA TES . 28 



Decree. What was the Embargo Act? The Non-Intercourse 
Act? 

Notice "Political Issues" in note on election of 1808. This 
shows intensity of feelin^i in New Hnaland against the Hmbargo 
Act. Also in note on elejtion of 1812 observe the downfall of 
the Federal Party. The Presidential Election Tables should be 
followed closely for political changes. 

Twenty-fourth Key Event —Perry's Victory, Sept. 
10, 1813. 

Notice from table of battles that the Canadian frontier from 
Detroit to Montreal was the scene of most of the fighting. Neither 
side gained permanent foothold in hostile territory. 

Hull's Detroit, 1812. Turn to map and notice that 

Detroit is the key to the Northwest territory. First note under 
181 3. Follow on map, Forts Meigs and Stephenson. Perry's 
victory, 181 3 ; second note. Emphasize this topic, calling out 
effects. 

Get a brief account of the Niagara campaign of 1814 includ- 
ing battles of Chippewa and Lundy's Lane: notes. 

British invasion of New York along the line of Burgoyne's 
campaign in the Revolution. Notice that both the two last named 
campaigns left possessions along the Niagara and St. Lawrence 
frontier unchanged. 

War on the Sea. Emphasize notes under 181 2. Require ac- 
count of a few naval battles, such as the '^Constitution" and 
•'Guerriere," ''Frolic" and "Wasp," "Chesapeake" and "Shan- 
non." The details of battles are not important. The effect up- 
on the English and the prestige gained by our Navy did much to 
establish our national reputation, "it must be remembered that 



24 TOPIC A L S Tl 'DIES IN U. S. HIS TOR ] ' 



when these things happened the English and French navies had 
been fighting for more than twenty years, and in such single 
combats the English had captured hundreds of ships and had lost 
only five. But now in the course of six months, in six fights with 
American vessels, the British had lost six ships and taken none." 
— Fiske's School History, p. 283. 

Exasperated by these losses England sent over so many war- 
ships that by the beginning of 1814 nearly all the American coast 
was blockaded. 

The British capture Washington and burn the Capitol. See 
1814, note 2. 

British expedition against Baltimore. Battle of New Orleans, 
first note under 181 5. Notice that battle was fought after treaty 
of peace was made. Treaty of Peace. Contrast the terms of 
the treaty with the practical results. 

Effects of the war. Emphasize commercial effects, rise of 
manufactures, etc. Obnoxious claims of England never re- 
asserted. 

Now, to review the war, and to keep contemporaneous events 
in their proper relation, review from 1807 rapidly, taking every 
event as it comes on the chart. In this call out only the most 
important facts concerning each topic. Such exercise is of great 
value in fixing in the pupil's mind the subject as a whole. 

Twenty-fifth Key Event.— Missouri Compromise, 
1820. 

Notice importance of steam navigation in opening up the 
West. Admission of Indiana in 1816; admission of Mississippi in 
1817; admission of Illinois in 1818 ; admission of Alabama in 1819. 

Two Northern and two Southern States to preserve balance 
between the free and slave States. 



DE VEL OPMENT OF ST A TES. 2o 



Notice compromise on question of slavery in framing the 
Constitution, (see 1787 notes). Invention of cotton-gin, 1793, 
vvitii notes. Get all you can on the development of slavery as 
an institution. Rise of manufactures after the war of 1812— notes 
opposite 1816. This gave rise to a protective tariff. Be sure 
your class understands the relation of slavery and the tariff. 
The South had few manufactories because slave labor was not 
successful in such work. It was therefore an advantage to the 
Southern States to purchase directly from Europe, rather than from 
the North to whom a tariff was necessary to protect their manu- 
factures from foreign competition. Explain the principle of pro- 
tection. Take as an illustration a yard of cloth which can be 
manufactured in England for 50 cents and in America for $1.00. 
If the government charges the Englishman 50 cents for bringing 
in his product the American manufacturer is given a chance to 
dispose of his goods. Read note under 1819. 

Explain that the South was anxious to extend slavery so as 
to gain strength in Congress. Southerners feared that the North 
if strong enough might attempt to abolish slavery. In addition 
to the growing sentiment against slavery, the North feared the 
destruction of her industries by the Southern policy of free trade. 

Missouri States, 1820. Observe in the note on presi- 
dential election of 1820 the beginning of the division in the 
Republican Party. See similar note 1824. 

Maine admitted as a State in 1820; and Missouri in 1821 ; 
thus still keeping the balance between free and slave States. 

1824 note. Tariff .... pass^'o; ^828, note. The class ought 
now to give economic reasons why the protC^'^^^^ \d.nii was 
obnoxious to cotton planters. 1832. Study note cai-erul'iy-^.nl. 
expand. Distinguish between nullification and secession. (See 
Extracts from Original Documents, pp. 24, 27.) Notice decided 



26 TOPICAL STUDIES IN U. S. HIS TOP V. 



stand of President Jackson in regard to South Carolina (see Ex- 
tracts from Original Documents, pp. 24, 27) and be prepared to 
contrast his action with that President Buchanan in r86o. Read 
Jackson's proclamation to South Carolina. See party changes 
as given in note on Presidential election of 1828. 

1829. Notice beginning of the "Spoils System." Be sure 
that the class understands what is meant by the term, its evils 
and its antidote, Civil Service Reform. 

Twenty-sixth Key Event.— Completion of the Erie 
Canal, 1825. 

This series of events is continuous with that enumerated 
under Twenty-second key event, namely, Purchase of Louisiana, 
the general heading. Development of States. Review briefly the 
rise of manufactures. See note, ** Effects of the War of 1812." 
1817 — What IS meant by "Era of Good Feeling.?" National 
Capitol rebuilt. Erie Canal begun. First Ocean Steamer, 1818. 
Florida ... Spain, 1819. Long's Explorations. National Road 
Extension, 1822. What was the National Road, and what its 
use ? The rapiJ development of the industries of the country 
made the question of internal improvements an important political 
question. 

The Monroe Doctrine, 1823, (see Extracts from Original Doc- 
uments, p. 24). What does it mean ? Cite case of Venezuela, 
of Cuba. Its reception by foreign nations showed how much we 
had gained in national dignity. 

Lafayette .... guest, 1824. Com.pletion of the Erie Canal, 
1825. American Society for Promotion of Temperance, 1826. 
The mtroduction of Horse Railways, 1827. Webster's Dictionary 
published, 1828. Peter .... Locomotive, 1830. An interesting 
lesson can be drawn from a comparison of illustrations there given 



DE VEL OPMEN T OF S TA TES. 27 



with T modern railway train. Ciiicago incorporated as a town, 

1833. Notice its rapid growth. The McCormick reaper invented, 

1834. Screw propeller invented, 1836. Smithsonian Institute, 
1838, have some pupil find out what it is and report to the class. 
Daguerreotype process discovered ; into what has this developed? 
Notice uses of photography. X-rays, etc. The carpet loom, 1839. 
Sixth Census, 1840 — population 17,068,355; 2,816 miles of rail- 
road. Imprisoment for debt abolished, 1841. Expand. Ashbur- 
ton treaty, 1842, — full account. Dr. Whitman's journey and 
results, see note; and Oregon treaty, 1846. John C. Fremont's 
expedition, 1843, 1844, importance of both events mentioned 

under this date cannot be exaggregated. Elias Howe 

Machine, 1846. Gold California, 1848. Gold hunters 

(forty-niners) Cal. 1849. Population Seventh Census and 

miles of Railroad. Prohibitory law in Maine, 1851. Survey of 
Pacific R. R., 1853. Gadsden purchase. World's fair. Treaty 

with Japan, 1854. Atlantic Cable, 1858. Silver Nevada. 

Petroleum Pennsylvania, 1859. Eighth Census, i860. Note 

growth in population and in miles of railroad. 

Notice development of American Literature: Irving, Bryant, 
Cooper, and later on Whittier, Longfellow, Holmes, Lowell, Poe, 
Emerson, Hawthorne. 

Don't be afraid to let your pupils use their imagination a 
little, and there will be no trouble in expanding these topics. 
Events like those included in this group are too little studied. 
They constitute to a large degree the history of a nation. Let 
the pupils understand the gradual growth of the people in arts 
and industries, the acquisition and development of new territory, 
and how economic conditions have given rise to new questions 
such as the tariff, internal improvements, the United States Bank, 



'28 TO PIC A L S TV DIES IN U. S. HIS TOR V. 



and in our own day, municipal government and the relations of 
capital and labor. 



MAP OF EXPLORATIONS. 

Upon the early explorations the various nations based their 
claims to territory. Upon the later explorations the United States 
based her claim to the Pacific coast and demonstrated the fertility 
and possibilities of the vast territory west of the Mississippi. 

The following is brief account of these explorations as shown 
upon the map of Explorations in the United States. 

"Fr ancisco de Coronado " started from Culiacan, Mexico, 
in April, 1540, and explored toward the north through New Mex- 
ico, by the way of the Zuni Reservation, to Colorado. The 
farthest point reached being somewhere near the boundary be- 
tween Kansas and Nebraska. He was looking for the. Seven 
Cities, about which stories of vast amounts of gold were told. 

'' Ferdinand de Soto " with 6co men and 223 horses started 
from Havana, Cuba, in May, 1539. Landed af the Bay of Juan 
Ponce, Florida, and in 1541 he began his explorations. They 
were seeking gold. The Indians were very hostile and at the 
junction of the Tombigbee and Alabama Rivers a terrible battle 
ensued in which DeSoto lost 170 men and the Indians probably 
250. They crossed the Mississippi and after proceeding some 
distance and finding no gold, turned southv/ard. They crossed 
the Arkansas River, turned toward the Mississippi which they 
reached at a point near Natchez, Miss., May 21, 1542, DeSoto 
died of fever and was buried in the Mississippi. His men con- 
tinued along the shores to Texas. September 10, 1543, the sur- 
vivors, 311 in number, reached Tampico, Mexico. 



EXPLORATIONS. 29 



In 1673 ' 'Jacques Marquette " a French Jesuit missionary, 
and Louis Joliet, with five men, left St. Ignace, Canada to ex- 
plore the Mississippi River. They left Lake Michigan at Green 
Bay and proceeded up the Fox River, crossed the country to the 
Wisconsin River and down the Wisconsin to the Mississippi, 
which they reached June 17th. They explored the Mississippi 
as far south as the Arkansas and then returned. They left the 
Mississippi at the mouth of the Illinois, crossed the country to the 
present site of Chicago and reached Green Bay in September 
1673. They had been absent four months and had paddled more 
than 2500 miles. They were received kindly by the Indians and 
were greatly pleased with the country. 

"Robert Cavelier de La Salle," French explorer, in 1669 
explored the Ohio and Illinois Rivers, starting from the St. Law- 
rence. Hoped to fmd the northwest passage. In 1679 he under- 
took to explore the Mississippi River to its mouth. The vessel 
was launched on the Niagara River. A party of 30 or 40 with 
LaSalle at the head, embarked on the great enterprise. He had 
many enemies and his creditors had laid hands upon his Canadian 
estates. He pushed on through Lakes Erie and Huron and after 
many disasters reached the southern extremity of Lake Michigan. 
The vessel was now sent back with half the party with furs to 
appease the creditors and purchase additional supplies for the 
remainder of the journey, while LaSalle pushed on to the Illinois 
where a fort was built called ''Heartbreak." Their ship never 
came back and after a winter of misery, LaSalle started to walk 
to Montreal, which he reached after many hardships. He col- 
lected supplies and started back as far as Fort Frontenac when 
he received a message that the garrison at Fort Heartbreak had 
mutinied and had made their way back through Michigan, and 



30 TOPICAL S TUDIES IN U. S. HIS TOR Y 



had plundered the Niagara station. They hoped to find LaSalle 
and murder him. LaSahe, however, turned the tables on them 
and soon captured them and sent them in chains to the viceroy. 
LaSalle now kept on to the Illinois hoping to find the few 
at the fort faithful, but found nothing but the horrible vestiges of 
cannibalism. The next Spring he set out for Canada for fresh re- 
sources. At the outlet of Lake Michigan he found his friend 
Tonty whom he had left in charge of Fort Heartbreak, and they 
paddled in canoes back i,ooo miles to Fort Frontenac. In 1682 
he explored the Mississippi to its mouth. After sailing back up the 
Mississippi he went to France and returned to go directly, by sea, 
to its mouth but they missed it, and, after landing, LaSalle in 
starting out on foot to find it was shot by some of his own party 
who had mutinied. 

** Louis Hennepen " (French), a Franciscan missionary ex- 
plored the upper Mississippi from the Missouri north. 

'^ Capt. Meriwether Lewis" and ''Lieut. William Clark" left 
Washington on July 5th, 1803 ; reached St. Louis December, 1803. 
Formal notice of the transfer of Louisana had not reached the 
Spanish commander, who would not permit their passage westward. 
They spent the winter at the mouth of the Missouri River and 
built a barge with sail power. They started up the Missouri 
River May 14, 1804, with 34 selected men. The first winter was 
passed 1600 miles from St. Louis at a point which they named 
Fort Mandan, near the present site of the City ( f Bismark, N. D. 
April 7, 1805, they abandoned Fort Mandan and proceeded up the 
Missouri. They soon reached a country where the buffalo were 
so tame and harmless that the men drove them out of the way 
with sticks, but the grizzly bear was always vicious and danger- 
ous. May 20th they reached Musselshell River, a point 2270 



EXPLORATIONS. 81 



miles from St. Louis. Near that point they found in one place 
the remains of over looo buffalo that had been chased over a prec- 
ipice, by following a decoy Indian with a buffalo robe around him. 
They first saw the Pacific Ocean, November 7, 1805. March 24, 
1806, they started to return 4144 miles to St. Louis. Of course 
the return was much easier and more rapid, and they reached St, 
Louis September 23, 1806. 

This great expedition was fraught with successful results, 
second to none other ever undertaken in the United States. The 
extent, fertility and possibilities of the great trans-Mississippi terri- 
tory were made known, the possibility of crossing the American 
continent was demonstrated, the location of the great rivers and 
the Rocky Mountains determined, the good will of the Indians 
proved, and the practicability of trade and intercourse established. 

This exploration also gave the United States its first foothold 
on the Pacific coast, and ultimately secured to the American 
nation the magnificent Oregon Country. In appreciation of Capt. 
Lewis' services he was appointed Governor of Louisiana in 1807, 
and administered the office with great success. In i8og in a fit 
of derangement he killed himself, "depriving his country of one 
of her most valued citizens." — Jefferson. 

*' Gen. Zebulon Montgomery Pike' ' with two officers, an in- 
terpreter, 19 men, and 51 Osage Indians, left Belle Fountaine, 
Ohio, luly 15. 1806, and traveled by boat up the Missouri and 
Osage Rivers, reaching Grand Osage; August i8th. September 
ist he started westward, all the Indians excepting seven having 
left him. November ist he first saw the peak which is 14,147 
feet above sea level and is now called Pike's Peak, From this 
peak the country can be seen for 100 miles. He reached the Rio 
Grande and was detained by the Spaniards, taken to Santa Fe 
for examination and his papers seized. He was finally released 



32 TOPICAL STUDIES I IV U. S. HISTORY. 



and he returned reaching Natchitoches, La., July ist, 1807. He 
received the thanks of the Government. Was killed at the 
assault upon York (Toronto), Canada, April 27, 181 3. 

'* Col. Stephen Harriman Long " made extensive explorations 
west of the Mississippi, the most important of which was begun 
in 1819 when he ascended the Arkansas River. Long's peak, 
which is 14,272 feet above the sea level was named for him. 

'' General John Charles Fremont '' in May, 1842, was on the 
frontier making preparations for the journey when an order from 
Washington recalling him was placed in his wife's hands to be 
forwarded to him, but she retained it and sent a special messen- 
ger advising her husband to move immediately for good and 
sufficient reasons to be given later. On this expedition he dis- 
covered and named Fremont's Peak, 13,750 feet high. His suc- 
cess on this expedition caused his most favorable reception at the 
War Department. His regular expedition left Kansas City, May 
29, 1843, with 40 men and 12 carts. He first followed up the 
valley of the Kansas River, and thence via vicinity of the present 
City of Denver, Great Salt Lake, Fort Hall, Idaho, to Fort Van- 
couver. He left Vancouver November 10, 1843, "to return to the 
United States, having in view an entirely new route. The year 
1844 opened with the party in a forlorn condition, and they were 
practically lost in the tangle of the valleys and mountains. After 
enduring great hardship and danger they reached Sutter's Ranch 
(now Sacramento), Cal., March 6, 1844. March 22nd they left 
Sutter's and reached the Arkansas Valley, June 29, 1844, and 
July 31st they were safe at Independence, Mo., having been 
absent 14 months and traveled 6500 miles. It did not fall to 
Fremont's lot to explore much of the country but he was the first 



EXPLORATIONS. 33 

to contribute systematic, extended and reliable data as to climate, 
elevation, pliysical conditions, geographical positions, and it 
should be noted that Fremont's observations were so honest and 
thorough that they have withstood successfully the test of hostile 
examinations. The courage, persistence and success of Fremont 
gained for him a world-wide reputation. At home he was named 
'The Pathfinder.' 

''Complete Map of Territorial Growth of the United States." 
Reference has been made to this Map throughout the Chart, in 
connection with all acquisition of territory. The following is a 
brief summary: Original Territory, Pink, (light and dark); ac- 
quired by the Treaty with Great Britain at the close of the Revo- 
lutionary War. Louisiana Purchased from France in 1803, Yellow. 
Florida Cession from Spain in 1819, Green. Texas Annexation, 
Blue (light and dark); in 1836 Texas became independent of 
Mexico; from that time until 1845 she made effort to be annexed 
to the United States. In 1845, during Polk's administration, 
Texas was annexed by joint resolution of Congress and admitted 
as a State. This led to the War with Mexico. Texas Cession, 
Light Blue. In 1850 the United States paid Texas $io,coo,oco 
on account of her claims to territory not included within the limits 
of the State, which had been annexed in 1845 when Texas was 
annexed and admitted. Oregon Country, by Treaty with Eng- 
land in 1846, Green. The United States had several claims on 
this territory, viz: Exp oration by Captain Gray, 1792; in 1803 
when we made the Louisiana Purchase, the French claim to the 
Oregon Country was included; by exploration in 1805, Lewis 
and Clark; settlement m 181 1 ; Treaty with Spain, 1819. These 
claims were so well founded that in 1846 England readily released 
all claim to this country. First Mexican Cession, 1848, Dark 
Brown ; we acquired this territory as a result of the Mexican War. 



34 TOPICAL STUDIES IN U. S. HISTORY. 



Second Mexican Cession, or Gadsden Purcliase, in 1853, Light 
Brown. Alaska purchased from Russia, 1867, Green. 
Review from 181 5. 

Twenty-seventh Key Event.— Business Panic of 
1837. 

Charter .... years, 1816. The United States Bank was 
one of Hamilton's measures, but had been opposed on the ground 
that it was unconstitutional and that it would become a means of 
corruption. 

When Jackson was elected President in 1828 the rapid de- 
velopment of the country had given rise to many State Banks. 
The influence of these Banks was added to the opposition to the 
United States Bank, and its charter was permitted to expire in 
1836. See 1836, note. Notice party changes in note on presi- 
dential election of 1836. 

Business Panic, etc., 1837. Be sure to make the class under- 
stand the nature of a business panic. Illustrate how the failure 
of a business house affects its creditors; and these creditors in 
turn affect other houses. 

Business Panic, 1857. Call out events of recent panic to 
impress the class. 

The United States Sub-Treasury established, 1840. 

The President .... resigned, 1841. 

Twenty-eight Key Event. —Kansas-Nebraska Bill, 
1854. 

Culmination of slavery trouble and the causes of the Civil 
War. 

The Mexican War was only one event in the dispute over 
slavery. See note under 1845. Texas became independent of 



DE VEL OPMEN T OF S TA TES. 35 



Mexico, 1836. Right of Petition refused by Congress, 1838. 
Read Article I, of the Amendments to tiie Constitution. Study 
notes under 1838 and get all the material of similar nature 
accessible. 

Texas annexed note, 1845. T^^is note contains the 

real cause of the Mexican War, and cannot be emphasized too 
strongly. Turn to the map of the Mexican War, and show the 
class by lines on the map the boundaries of Mexico previous to 
the war and after the war. The statement given in the notes 
under 1846, together with the outline of the two principal cam- 
paigns as shown on the map will ordinary ly be a sufficient notice 
of this conflict. Notice terms of the Treaty of Peace, 1848. Call 
out details; also Gadsden Purchase, 1853. (See map of Complete 
Territorial Growth of the United States.) The American Eagle 
ought not to plume himself over much because he conquered a 
sickly Blackbird. The territory acquired by the various Mexican 
cessions (as shown on said mapj added new complications to the 
slavery question. The Wilmot Proviso was important in mould- 
ing sentiment. Had it passed, the South would have been robbed 
of the fruits of the Mexican War. Be sure that your class under- 
stands what is meant by ''Squatter Sovereignty" and show how 
this doctrine meant the renunciation of the Missouri Compromise. 
Study carefully the note on Presidential election of 1848. 

1850. Be sure that the class learns the terms of the Com- 
promise of 1850, or the "Omnibus Bill." Call attention to 
Henry Clay the "Great Pacificator." Missouri Compromise. 
Tariff Compromise of 1832, and Omnibus Bill. All of his skill 
could not avert the impending struggle. 

Notice in the election of 1852 the breaking up of the Whig 
Party. Kansas-Nebraska Bill, 1854. Turn to the map of Com- 



TOPICAL STUDIES IN U. S. HISTORY. 



plete Territorial Growth, and show how tl.e Kansas-Nebraska Bill 
repudiated the Missouri Compromise. 

Why rival governments in Kansas ? Public sentiment in the 
North. You cannot keep too prominent before the pupils' mind 
the fact that it is the sentiment that expressed itselt in the event. 
See party changes, note on Presidential election of 1856. 

The Dred Scott Decision, 1857, (see Extracts from Original 
Documents, p. 29). Get a full account of the case and 3how 
how the decision that slaves might be taken anywhere without 
affecting their legal status practically opened the whole country 
to slavery. 

Free Soil Party successful in Kansas, 1859. 

John Brown's Raid (see Extracts from Original Documents, 
p. 31). What it meant to the Southern people. Note. He 
planned on an uprising of the slaves. Picture probable results of 
such an uprising. Vacillating policy of President Buchanan, i860. 
Note. Contrast with Jackson in 1832. 

Star upon, 1861. Mississippi .... Feb. ist. Confed- 
erate .... Feb. 8th. Take topics in order and including "Rich- 
mond .... May 21." Notes under 1861. 

Review briefly events under key event 1820. 

Review from 1836. 



THE CIVIL WAR. 

Review from 1850 and notice one or two general topics nec- 
essary for the proper understanding of the Civil War. 

First — The North and South were irreconcilably divided on 
the question of slavery. This division affected all their industrial, 
social and economic institutions. The South believed that the 



THE CIVIL WAR. 87 



election of Lincoln meant that the North was determined to abolish 
Slavery. Rather than this they preferred to establish a new re- 
public ot their own. The North was determined to preserve the 
Union of the States. The idea of the abolition of slavery was 
with many a later development in the struggle for unity. 

Second — Military conditions of the two sections. The South 
was united, while throughout the Northern army, navy and govern- 
ment departments there were Southern sympathizers who lost 
no opportunity to aid the cause of secession before openly avow- 
ing their choice. 

The South was well supplied with the munitions of war. 

The South was to fight a defensive warfare. 

The North had more men to draw from and although unpre- 
pared for war, possessed great manufactories with which to keep 
its armies supplied. 

The naval superiority of che North made possible a blockade 
of the Southern ports. Having no manufactories and being cut 
off from foreign trade the South was soon greatly distressed for the 
necessities of life, as well as for militar) supplies. 

Turn to the Class Map of the Civil War, The heavy line 
shows the boundary between the Union and the Confederate 
States, and numbers locate important battles. 

The notes under t86i give the Union plan of the war. Ex- 
plain with the map the points to be made, e. g. — show effect upon 
the Confederacy of the blockade of the Southern ports, of 
Union occupation of the Mississippi River, of the capture of At- 
lanta and Sherman's March to the Sea. (See 2nd note under 
1864). 

The Civil War naturally divides into the movements in the 
East and those in the West. 



38 TOPICAL STUDIES IN U. S. HISTORY. 



Chronologically the war divides July 1-4, 1863. Although 
there are in reality two key events, for convenience in mem- 
orizing we cla'ssify as one. 

Twenty ninth Key Event.— War in the East, Gettys- 
burg, July 1-4, 1863. 

War in the West, Surrender of Vicksburg July 4, 
1863. 

In the East. — The attempt on Richmond in response to public 
opinion. Battle of Bull Run. See No. 6 (these numbers refer to 
the battles; see table of battles,) on Civil War map. What did 
it teach the North? McClellan in command, the army under 
discipline. The Trent affair, 1861 note. Monitor and Merrimac, 
1862 and note. Emphasize possible results had not the Merri- 
mac been repulsed. 

In the West. — Capture of Forts Henry and Donelson. Bat- 
tle of Shiloh. See Civil War map, numbers 14, 16 and 20. (Note 
— Number 20 should be on the southern boundary of Tennessee 
near the point where the Tennessee River flowing North crosses 
the boundary.) Pea Ridge — No. 18. Capture of New Orleans 
by Farragut — No. 23. Battles of luka and Corinth — Nos. 39 and 
40. Bragg's Raid. Battle of Perryville — No. 41. Battle of 
Murfreesboro — No. 46. 

Now show convergence of the Union lines. Emphasize im- 
portance of capture of New Orleans. The lines closing on Vicks- 
burg and Port Hudson. Turn to the Table of Battles and review 
all battles listed in campaign column as Conquest of the West 
down to Murfreesboro. 



THE CIVIL WAR. 89 



In the East. — The Peninsular Campaign. The three parts 
of the Union plan to capture Richmond. 

I. — Banks and Fremont to hold the Shenandoah Valley and 
protect Washington from that quarter. 

2.— McDowell to march from Washington to Richmond by 
way of Fredericksburg. 

3. — McClellan to go from Yorktown, Va., up the peninsula 
to Richmond and join McDowell. (From McMaster's School His- 
tory of the U . S .) 

Point out on the map the Peninsula between the York and 
the James Rivers, also the Shenandoah Valley and its approach 
to Washington. Find Fredericksburg — No. 43. Stonewall Jack- 
son's raid in the Shenandoah Valley. Banks was driven out and 
McDowell was recalled to protect Washington. McClellan thus 
deprived of aid, abandoned the campaign after several bloody 
battles. Yorktown — 24; Williamsburg — 25; Hanover Court 
House — 27; Fair Oaks — 28; Seven Days — 3?. 

For summary up to this point see notes under 1862. 

Lee's first invasion of the North. Second battle of Bull Run 
— 35. Antietam — 38. Battle of Fredericksburg — 43. Emancipa- 
tion Proclamation. 

As a review up to this point take in order all events under 
1861-1862. Call out important points. Turn to table of battles 
and review all battles under Peninsular Campaign and Lee's first 
hivasion, also Fredericksburg. 

Notice that neither side has gained ground in the East ; the 
Union forces successful in the West. See on the map Vicksburg 
— No. 57; Port Hudson — No. 61. These were the only fortified 
places held by the Confederates on the east bank of the Missis- 
sippi River. 



40 TOPICAL STUDIES IN U. S. HISTORY. 

1863. Chancellorsville — No. 50; Gettysburg — No. 59. 
Emphasize second note. 

In the West.— Seige of Vicksburg. Capture of Port Hud- 
son. The Mississippi opened and the Confederacy cut in two. 
How the eastern part was crushed: Notice Lookout Mt. — No. 67; 
and Missionary Ridge — No. 68. Grant in command. The Ham- 
mering Campaign. Its two parts. 1864 note. Sherman and 
Johnston. Hood succeeds Johnston. 

1864 second note. Emphasize importance of Atlanta. Sher- 
man's March to the Sea. Write on the board his telegram to 
Lincoln. 

Savannah, Ga., Dec. 22, 1864. 
"To His Excellency, President Lincoln, 
Washington, D. C, 

M beg to present you as a Christmas gift, the city of Savan- 
nah, with one hundred and fifty heavy guns and plenty of am- 
munition ; also about twenty-five thousand bales of cotton.' 

W. T. SHERMAN, Major General. 

Follow on Civil War map Sherman's march, and notice im- 
portant battles. 

Emphasize the fact that the territory devastated by him was 
the one from which the Southern army drew many supplies. 

Review with the table of battles Sherman's entire campaign. 

In the East— What Grant had been doing. His object, to 
capture Richmond. The Wilderness — No. 72; Spottsylvania 
Court House — No. 74; Cold Harbor — No. 77; Petersburg--No. 
78. Early's raid up the Shenandoah Valley to threaten Wash- 
ington. Winchester — No. 88. Call out story of Sheridan's ride 
and read T. B. Read's famous poem. 



RECONSTRUCTED UNION. 41 

Capture of Richmond and surrender of Lee, 1865. Terms of 
Lee's surrender. Review with table of battles Grant's campaign 
around Richmond. 

Assassination of Lincoln. Estimate of his character. 

Read the thirteenth amendment to the Constitution. Review 
from the beginning of the War taking events in order as given on 
the chart. 

Follow out on War map the chief campaigns of the war. Be 
sure that your class understands definitely the object of each 
campaign, and its results. 

Cost of the War. A reliable authority accounts for 9,584 
officers and 349,944 men who in various ways gave up their lives 
for the preservation of the Union. It is probable that the Con- 
federate loss was equally great. 

The National debt was $2,800,000,000. This, however, 
represented only a part of the financial loss. The employment 
of so many men in the two armies deprived the country of what- 
ever they might have produced, while the devastation caused by 
the military movements in the South was something frightful. 

Expand this idea and emphasize the horrors of war. 

The effect of the war was to extinguish slavery and with it 
the doctrine that a state could at pleasure withdraw from the 
Union. 



RECONSTRUCTED UNION. 

Thirtieth Key Event. Impeachment of President 
Johnson, 1868. 

Civil Rights Bill .... veto, 1866. Second note. 



42 TO PIC A L S TUDIES IN U. S. HIS TOR Y. 



Impeachment .... Bill, 1868. Note. Be sure that the class 
understands Tenure of Office Bill. 

Read thirteenth, fourteenth and fifteenth amendments to the 
Constitution with the class. 

Carpet Baggers, Negro Legislators, feeling of leading South- 
erners. 

General Amnesty, 1868. 

Thirty-first Key Event.— Resumption of Specie Pay- 
ment, 1879. 

During $2,800,000,000, 1865. Explain why gold and 

silver were worth more than paper money. Notice Political Is- 
sues in election of 1872. Rise of Prohibition Party. 

Financial Panic, 1873, note. Resumption Act, 1875. 

Notice Political note under election of 1876. Rise of Green- 
back Party. What was their belief ? 

Railroad and coal strikes, 1877. Show how the marvelous 
development has brought about new conditions. Emphasize the 
question of Capital and Labor. 

Silver Dollar .... Gold at par, 1878. Explain to the class 
what this means. 

Resumption of specie payment, 1879. ^ great triumph for 
the nation. 

Postage reduced to two cents, 1883. Notice importance of 
tariff question in elections of 1884 and 1888. 

McKinley Bill, 1890. Be sure that your pupils understand 
the difference between a protective tariff and a tarriff for revenue 
only. See manual page 25. 

Beginning of financial panic, 1893. Note. 

Financial depression continues, 1895. (Your children will 
tell you about this if you give them a chance.) 



RECONSTRUCTED UNION. 43 

Wilson-Gorman Tariff Law, 1894. 

What were the issues of the Presidential Campaign, 1896? 

The Dingley Tariff Bill passed, 1897. 

Thirty-second Key Event. — World's Fair, 1893. 
General progress since the war. 

Grand Army .... 1866. Note. 

Second Atlantic Cable. Emphasize the importance of this, 
the first completely successful Atlantic cable. 

Purchase of Alaska, 1867. (See map of Complete Territorial 
Growth.) 

Give a lesson on this map. The key at the bottom tells 
just when and from whom each section of territory was acquired. 
See summary of map, manual, p. 33. 

Treaty with China, 1868. Air-brake. 

Union Pacific R. R., 1869. Note. Compare with early 
modes of travel. 

Last of Seceded States re-admitted, 1870. Weather signal 
service authorized. See Chart of Weather Signals. How is it 
useful .^ 

Commission Claims, 1871. Emphasize note on Treaty 

of Washington. In what other cases have England and the United 
States submitted disputes to arbitration .? 

Deepening .... begun, 1875. 

Centennial 1876. Electric exhibited. What do 

these mean to us now 1 Disputed election. 

Civil Service Order, 1877. What evil is the Civil Service 
Reform movement intended to correct .? When did the evil begin .? 
Explain how it demoralizes politics. What Presidents have aided 
the reform movement.!^ 

Edison light, 1878. 



44 TOPICAL STUDIES IN U. S. HISTORY. 

Tenth Census 1880. Population. Miles Railroad. 

Compare with First Census. 

1883. All topics. H(d\\(i^ x\-\d,]^ox\ Standard Time. Northern 
Pacific traffic. 

Treaty Canal, 1884. Of what use will this canal be ? 

Why should the United States control it? 

Presidential Succession Bill, 1885. Progress Reform. 

125,379 .... railroad. 

Inter-State .... Law, 1887. 

Chinese Law, 1888. 

Call attention to last event mentioned under 1887 and em- 
phasize importance of the problems of immigration. 

Oklahoma settlement, 1889. Have some pupil give an 

account of topic to the class. Electricity power. Compare 

methods of drawing street-cars. Use of power of Niagara Falls. 

Louisiana Congress, 1890. 

Eleventh Census, 1890. Population and miles of Railroad. 

International passed, 1891. 

Seal arbitration, 1892. 

World's Fair, 1893. 

Congress of Religions, 1893. 

$Q,ooo, 000 voted .... canal, 1895. 

Experiments with X-Rays, 1896. 

Venzuelan Commission 1896. 

International Arbitration 1896. 

Utah admitted, 1896, making 45 States. 

Tunnel .... World, 1897. 

Greater New York World, 1897. 

Rich discoveries of gold in Klondike. 



EXTRACTS 



■FROM- 



ORIGINAL DOCUMENTS 



CONTENTS 



PAGE. 

The Mayflower Compact _ _ . . 3 

The Pilgrim Fathers - - - - - 3 

Restrictions upon Colonial Commerce: 

Navigation Act, 1660 - - - ■ 5 

Third Navigation Act, 1672 - - - * 5 

The Act of 1699 ----- 6 

The Act of 1732 - - - - -7 

Declaration of Rights, 1765 - - _ - 7 

Massachusetts Circular Letter, 1768 - - - 8 

The Boston Tea Party, 1773 - - - - 10 

Declaration of Rights, 1774 - - - 11 

The Association of 1774 - - - - 12 

The Boston Port Bill, 1774: 

Appeal to the Colonies - - - '15 

Responses of the Colonies - - - 16 

The Siege of Boston - - - - -17 

Extracts from " Common Sense" - - 18 

Letter from a Soldier in Burgoyne's Army - - - 20 

Washington at Valley Forge - - - - 21 

Impressment of American Sailors, 1812 - - - 22 

The Monroe Doctrine . - - - 24 

South Carolina Ordinance of Nullification - - - 24 

Jackson's Proclamation against Nullification - - 27 

Fugitive Slave Act - - - - - - 28 

Dred Scott Decision ----- 29 

John Brown's Raid - - - - - -31 



THE GERM OF POPULAR GOVERNMENT. 

THE MAYFLOWER COMPACT. 

(For the sake of convenience the obsolete forms of words in 
this document have been modernized.) 

In the name of God, Amen. We whose names are under- 
written, the loyal subjects of our dread sovereign Lord King 
James by the grace of God, of Great Britain, France, and h'eiand 
king, defender of the faith, etc. 

Having undertaken, for the glory of God, and advancement 
of the christian faith and honor of our king and country, a voyage 
to jjant the first colony in the Northern parts of Virgin'a : Do by 
these presents solemnly and mutually in the presence of God, 
and one of another, covenant, and combine ourselves together 
into a civil body politic ; for our better ordering, and preservation 
and furtherance of the ends aforesaid ; and by virtue hereof to 
enact, constitute, and frame such just and equal laws, ordinances, 
acts, constitutions, and offices, from time to time, as shall be 
thought most meet and convenient for the general good of the 
Colony: unto which we promise all due submission and obe- 
dience, in witness whereof we have hereunder subscribed our 
names at Cape Cod the i ith of November, in the year of the reign 
of our sovereign Lord King James of Hngland, France, and Ireland 
the eighteenth and of Scotland the fifty-fourth. Anno Domini 
1620. 



THE PILGRIM FATHERS; OR THE BEGINNING 

OF NEW ENGLAND. 

Two of their leaders, WILLIAM BRADFORD and EDWARD 
WINSLOW, have told us their story: 



ORIGIN A L DOC UMENTS . 



It is well known unto the godly (how in the north parts of 
England,) many became enlightened by the word of God, (and) 
.... began to reform their lives. (But they) could not long con- 
tinue in any peaceable condition, but were hunted and persecuted 
on every side .... For some were taken and clapt up in prison, 
others had their houses beset and watched night and day, .... 
and the most were fain to fly (to Leyden in Holland) where 
they heard was freedom of religion for all men. 

After they had lived in this city about some eleven or twelve 

years, they began to (talk) .... of removal to some other 

place. Not out of any new-fangledness, .... but for sundry 

weighty and solid reasons .... And first, they saw that if 

a better and easier place of living could be had, it would draw 
many (to join them) 

But that which was .... of all sorrows, most heavy to be 

borne, was that many of their children, by the .... youth 

in that country were drawn away .... into extravagant 

and dangerous courses .... departing from their parents. 

Lastly .... a great hope and inward zeal they had of 

advancing the gospel of the kingdom of Christ in those remote parts 

of the world The place they had thoughts on was some of 

those vast and unpeopled parts of America, which are fruitful and 
fit for habitation 

At length the Lord was solemnly sought in the congre- 
gation by fasting and prayer to direct us: who moving our hearts 
more and more to the work, we sent some .... over into Eng- 
land to see what favor .... such a thing might find with the king 

.... His Majesty asking what profits might arise in the part 

we intended, 'twas answered Fishing. To which he replied 

** 'Tis and honest trade ; 'twas the apostles' own calling/' 

(The king not seeming averse, our agents then repaired) to 



RESTRICTIONS UPON COLONIAL COMMERCE. 



the Virginia Company, who .... demanded our ends of going; 
which being related, they said the thing was of God and granted 
a large (charter). .... 

And when the ship was ready to carry us away, the brethren 
that stayed at Leyden feasted us that were to go at our pastor's 

house ; where we refreshed ourselves, after tears, with 

singing of psalms . . . . ; and indeed it was the sweetest melody 
that ever mine ears heard. — (From Sheldon-Barnes' American 
History.) 



RESTRICTIONS UPON COLONIAL COMMERCE. 

(NAVIGATION ACT OF 1660.) 

For the increase of shipping and the encouragement of the 
navigation of this nation, .... be it enacted by the king's most 
excellent majesty and by the Lords and Commons .... that 
.... no goods or commodities whatsoever shall be imported into 
or exported out of any lands .... to his majesty belonging .... 
in any other ship .... or vessel whatsoever, but in such ships or 
vessels as do truly .... belong to the people of England .... or 
are built of, and belonging to any of the said lands .... as the 
proprietors .... and whereof the master and three-fourths of the 
mariners at least are English under the penalty of the forfeiture 
and loss of all the goods and commodities. — (American History 
Leaflets, No. 19.) 

(THE THIRD NAVIGATION ACT 1672.) 

.... Be it enacted by the king's most excellent majesty 
.... that .... if any ship or vessel which by law may trade in 
any of vour majesty's plantations shall come to any of them to 
ship and take on board any of the aforesaid commodities and 



6 ORIGINAL DOCUMENTS. 

bond shall not be first given .... to bring the same to Eng- 
land .... and to no other place and there to unload and put the 
same on shore, .... there shall be .... paid to your majesty 

so much of said commodities (according to) these following 

rates .... 

Sugar, white, 112 lbs., five shillings. 

Brown sugar, 112 lbs., one shilling and sixpence. 

Tobacco, the pound, one penny. 

Cotton-wool, the pound, one half-penny. 

Indigo, the pound, twopence. 

Ginger, 112 lbs., one shilling. 

Logwood, 112 lbs., five pounds. 

All other dyeing wood, the 112 lbs., sixpence. 
.... to be levied, collected and paid to such collectors ... as 
shall be appointed in- the respective plantation .... before the 
landing thereof — (American History Leaflets, No. 19.) 

(THE ACT OF 1099.) 

Forasmuch as wool and woolen manufactures of cloth .... 
are the greatest and most profitable commodities of this kingdom, 
on which the .... trade of the nation do (es) chiefly depend, 
and whereas great quantities of the like manufactures have of 
late been made .... in the English plantations in America and 
are exported from thence to foreign markets, heretofore supplied 
from England, which will .... tend to the ruin of the woolen 
manufacture of this realm .... (Therefore) be it enacted by the 
king's most excellent majesty .... that no wool, woolen yarn, 
cloth, ... or woolen manufactures whatsoever of any of the 
English plantations of America shall be laden .... in any ship 
upon any pretence whatsoever; as likewise that no such wool 
shall be laden upon horse, cart, or other carriage .... to be ex- 
ported .... out of the said English plantations to any of the 



DECLARA TION OF RIGHTS. 



other of the said plantations or to any place whatsoever. — (From 
Sheldon-Barnes' American History.) 

(THE ACT OF 1732.) 

Whereas, the art and mystery of making hats in Great 

Britain hath arrived to the perfection, and his majesty's 

plantations in America have been wholly supplied with hats from 
Great Britain ; and whereas great quantities of hats have of late 
years been made in America wherefore, for prevent- 
ing the said ill practices for the future, and for promoting 

the trade of making hats in Great Britain, be it enacted, 

that .... no hats (shall hereafter be made in America.) — (From 
Sheldon-Barnes' American History. 



DECLARATION OF RIGHTS BY CONGRESS 
OF 1765. 

The members of this congress, sincerely devoted, with the 
warmest sentiments of affection and duty, to His Majesty's per- 
son and government, inviolably attached to the present happy 
establishment of the protestant succession, ... esteem it our 
indispensable duty to make the following declarations of our humble 
opinion respecting the most essential rights and liberties of the 
colonists : 

1. That His Majesty's subjects in these colonies owe the 
same allegiance to the crown of Great Britain that is owing from 
his subjects born within the realm, and all due subordination to 

^that august body, the parliament of Great Britain, 

2. That His Majesty's liege subjects in these colonies are 
entitled to all the inherent rights and liberties of his natural born 
subjects within the kingdom of Great Britain. 



8 ORIGINAL DOCUMENTS. 



3. That it is inseparably essential to the freedom of a 
people, and the undoubted rights of Englishmen, that no taxes 
should be imposed on them, but with their own consent given 
personally, or by their representatives. 

4. That the people of these colonies are not, and from their 
local circumstances, cannot be represented in the House of Com- 
mons of Great Britain. 

5. That the only representatives of the people of these 
colonies are persons chosen therein by themselves; and that no 
taxes ever have been or can be constitutionally imposed on them, 
but by their respective legislatures. 

6. That all the supplies to the crown, being the free gifts of 
the people, it is unreasonable and inconsistent with the principles 
and spirit of the British constitution for the people of Great Britain 
to grant His Majesty the property of the colonists. — (Mace's Manual 
of American History, p. 145.) 



MASSACHUSETTS CIRCULAR LETTER. 1768. 

(FROM BRITISH AND AMERICAN PAPERS, 191-193.) 

From the House of Representatives of Massachusetts unto 
the speakers of the respective Houses of Representatives and 
Burgesses on the continent of North America. 

Sir: — The House of Representatives of this province have 
taken into their serious consideration the great difficulties that 
must accrue to themselves and their constituents by the operation 
of the several acts of parliament imposing duties and taxes on the 

America colonies They have no reason to doubt but that 

your house is deeply impressed with its importance, and that such 

constitutional measures will be come into as are proper All 

possible care should be taken that the representations of the several 



MASSACHUSETTS CIRCULAR LETTER. 



assemblies upon so delicate a point, should harmonise with each 
other. .... 

The house have humbly represented to thfe ministry their 
own sentiments: that His Majesty's high court of parliament is 

the supreme legislative power over the whole empire His 

Majesty's American subjects who aci<nowledge themselves bound 
by the ties of allegiance, have an equitable claim to the full en- 
joyment of the fundamental rules of the British constitution : that 
it is an essential and unalterable right in nature, ingrafted in the 

British constitution as a fundamental law, that what a man 

hath honestly acquired is absolutely his own, which he may 
freely give but cannot be taken from him without his consent: 
that the American subjects may therefore, exclusive of any con- 
sideration of charter rights, with a decent firmness adapted to the 
character of freemen and subjects assert this natural constitu- 
tional right. It is moreover their humble opinion .... that the 

acts .... imposing duties on the people of this province are 

infringments of their natural and constitutional rights, because 
.... His Majesty's commons in Britain by those acts grant their 
property without their consent. 

This house further is of the opinion that their constituents 
.... cannot by any possibility be represented in parliament; 
and that it will be forever impracticable that they should be 
equally represented there, and consequently not at all : 

They have also submitted to consideration whether any 
people can be said to erjoy any degree of freedom, if the crown 
in addition to its undoubted authority of constituting a governor, 
should appoint him such a stipend as it shall judge proper 
without the consent of the people, and at their expense: and 
whether while the judges of the land, and other civil officers, hold 
not their commissions during good behavior, their having salaries 



10 ORIGINAL DOCUMENTS. 



appointed for them by the crown, independent of the people, hath 
not a tendency to subvert the principles of equity and endanger 
the happiness and security of the subject. 

.... The house have written a letter to their agent 

wherein they take notice of the hardship .... which requires the 
governor and council to provide enumerated articles for the king's 
marching troops, and the people to pay the expense : and also the 
commission of the gentlemen appointed commissioners of the 
customs to reside in America, which authorizes them to make as 
many appointments as they think fit and to pay the appointees 
what sum they please 

This house cannot conclude without expressing their firm 
confidence in the king, our common head and father, that the 
united and dutiful supplications of his distressed American sub- 
jects will meet with his royal and favorable acceptance. 



BOSTON TEA PARTY, 1773. 

ARRIVAL OF THE TEA. 

The tea arrived on Sunday: on Monday morning this hand 
bill was found posted: 

FRIENDS! BRETHREN! COUNTRYMEN! 

That worst of plagues, the detested TEA, shipped for this 
port by the East India Company, is no^v arrived in this harbor. 
The hour of destruction or manly opposition to .... tyranny 
stares you in the face. Every friend to his country, to himself, 
and prosperity, is now called upon to meet at Faneuil Hall at nine 
o'clock THIS DAY (at which time the bells will ring), to make a 
united and successful resistance to this last, worst, and most 
destructive measure — (Sheldon-Barnes' American History.) 



DECLARA TION OF RIGHTS. 11 



DECLARATION OF RIGHTS BY CONGRESS OF 1774. 

(AMERICAN ARCHIVES, FOURTH SERIES, VOL. I.) 

On the 14th of October, the members of this congress, with 
unexampled unanimity, declared: 'That the inhabitants of the 
English colonies in North America, by the immutable laws of 
nature, the principles of the English constitution, and the several 
charters or compacts, have the following rights: 

1. 'That they are entitled to life, liberty, and property; 
and that they never ceded to any sovereign power whatever, a 
right to dispose of either, without their consent. 

2. 'That our ancestors, who first settled these colonies, 
were, at the time of their emigration from the mother country, 
entitled to all the rights, liberties, and immunities, of free and 
natural born subjects within the realm of England. 

3. 'That by such emigration, they by no means forfeited, 
surrendered, or lost, any of those rights, but they were, and their 
descendants now .are, entitled to the exercise and enjoyment 
of all such of them, as their local and other circumstances, enable 
them to exercise and enjoy. 

4. 'That the foundation of English liberty, and of ali free 
governments, is a right in the people to participate in their legis- 
lative council; and as the English colonists are not represented, 
and from their local and other circumstances, cannot properly be 
represented in the British parliament, they are entitled to a free 
and exclusive power of legislation, in their several provincial legis- 
latures, where their right of representation can only be preserved, 
in all cases of taxaiion and iniehial policy, subject only to the 
negative of their sovereign, in such manner as has been hereto- 
fore used and accustomed 

8. 'That they have a right peaceably to assemble, con- 
sider of their grievances, and petition the king; and that all per- 



12 ORIGINAL DOCUMENTS. 

secutions, prohibitory proclamations and commitments for the 
same, are illegal.' 

9. 'That the keeping a standing army in these colonies, in 
times of peace, without the consent of the legislature of that 
colony, in which such army is kept, is against law.' 



THE ASSOCIATION OF 1774. 

We, His Majesty's most loyal subjects, the Delegates of the 
several Colonies of New Hampshire, Massachusetts Bay, Rhode 
Island, Connecticut, New York, New Jersey, Pennsylvania, the 
three lower Counties of New-Castle, Kent, and Sussex, on Del- 
aware, Maryland, Virginia, North Carolina, and South Carolina, 
deputed to represent them in a Continental Congress, held in 
the City of Philadelphia, on the fifth day of September, 1774. 

To obtain redress of these Grievances, which threaten de- 
struction to the Lives, Liberty, and Property of his Majesty's 
subjects in North America, we are of opinion, that the Non-Im- 
portation, Non-Consumption, and Non-Exportation Agreement, 
faithfully adhered to, will prove the most speedy, effectual, and 
peaceable measure; and, therefore, we do, for ourselves, and the 
inhabitants of the several Colonies, whom we represent, firmly 
agree and associate, under the sacred ties of Virtue, Honor and 
Love of our Country, as follows: 

First. That from and after the first day of December next, 
we will not import into British America, from Great Britain or 
Ireland, any Goods, Wares, or Merchandise whatsoever, or from 
any other place, any such goods, wares, or merchandise, as shall 
have been exported from Great Britain or Ireland ; nor will we, 
after that day, import any East India Tea from any part of the 



THE ASSOC I A TION OF 1744. 13 



World; nor any Molasses, Syrups, Paneles, Coffee, or Pimento, 
from the British Plantations or from Dominica ; nor Wines from 
Maderia, or the Western Islands ; nor Foreign hidigo 

Third. As a Non-Consumption Agreement, strictly adhered 
to, will be an effectual security for the observance of the Non- 
importation, we, as above, solemnly agree and associate, that 
from this day we will not purchase or use any Tea imported on 
account of the East India Company, or any on which Duty hath 
been or shall be paid ; and from and after the first day of March 
next, we will not purchase or use any East India Tea whatever; 
nor will we, nor shall any person for or under us, purchase or use 
any of those Goods, Wares, or Merchandise, we have agreed not 
to import, which we shall know, or have cause to suspect, were 
imported after the first day of December, except such as come 
under the rules and regulations of the tenth article hereafter 
mentioned. .... 

Sixth. That such as are Owners of vessels will give posi- 
tive orders to their Captains, or Masters, not to receive on board 
their vessel any Goods prohibited by the said Non-Importation 
Agreement, on pain of immediate dismission from their service. 

Ninth. That such as are venders of Goods or Merchandises, 
will not take advantage of the scarcity of Goods that they may 
be occasioned by this Association, but will sell the same at the 
rates we have been respectively accustomed to do, for twelve 
months last past 

Tenth. In case any Merchant, Trader, or other person, shall 
import any Goods or Merchandise, after the first day of December, 
and before the first day of February next, the same ought forth- 
with, at the election of the owner, to be either re-shipped or 
delivered up to the Committee of the County or Town wherein 



14 ORIGINAL DOCUMENTS. 

they shall be imported, to be stored at the wish of the importer, 
until the Non-Importation Agreement shall cease, or be sold under 
the direction of the Committee aforesaid: and in the last men- 
tioned case, the owner or owners of such Goods shall be re-im- 
bursed out of the sales the first cost and charges ; the profit, if 
any, to be applied towards relieving and employing such poor 
inhabitants of the Town of Boston as are immediate sufferers by 
the Boston Port Bill ; and a particular account of all Goods so re- 
turned, stored, or sold, to be inserted in the publick papers, and 
if any Goods or Merchandises shall be imported after the said first 
day of February, the same ought forthwith to be sent back again, 

without breaking any of the packages thereof 

Fourteenth And we do solemnly bind ourselves and 

our constituents under the ties aforesaid, to adhere to this Asso- 
ciation until such parts of the several Acts of Parliament passed 
since the close of the last war, as impose or continue duties on 
Tea, Wine, Molasses, Syrups, Paneles, Coffee, Sugar, Pimento, 
Indigo, Foreign Paper, Glass, and Painters' Colours, imported 
into America, and extend the powers of the Admiralty Courts 
beyond their ancient limits, deprive the American subjects of 
Trial by Jury, authorize the judge's certificate to indemnify the 
prosecutor from damages that he might otherwise be liable to 
from a trial from his peers, require oppressive security from a 
claimant of Ship or Goods seized, before he shall be allowed to 
defend his property, are repealed. And until that part of the act 
of the I2th George III. ch. 24, entitled ^'An act for the better secur- 
ing his majesty's Dock-Yards, Magazines, Ships, Ammunition, 
and Stores," by which any person charged with committing any 
of the offences therein described, in America, may be tried in any 
Shire or County within the realm, is repealed. And until the 
four Acts passed in the last session of Parliament, viz.: that for 



THE BOSTON PORT BILL. 15 

stopping the Port and blocking up the Harbour of Boston ; that 
for altering the Charter of Goverment of the Massachusetts Bay ; 
and that which is entitled ** An act for the better Admistration of 
Justice," etc.; and that for extending the Limits of Quebec, etc.; 
are repealed. And we recommend it to the Provincial Conven- 
tions, and the Committees in the respective Colonies, to establish 
such further Regulations as they may think proper for carrying 

into execution this Association. 

In Congress, Philadelphia, October 20, 1774. 

PEYTON RANDOLPH, President. 
— (From Documents Illustrative of American History by Preston.) 

THE BOSTON PORT BILL, 1774. 

APPEAL TO THE COLONIES. 

They have ordered our port to be entirely shut up, leaving 
us barely so much .... as to keep us from perishing with cold 
and hunger; and it is said that a fleet of British ships is to block 
up our harbour until we shall make restitution to the East India 
Company for the loss of their tea The act fills the inhab- 
itants with indignation This attack, though made immedi- 
ately upon us, is doubtless designed for every other colony who 
shall not surrender their sacred rights and liberties into the hands 
of an infamous ministry. Now, therefore, is the time when all 
should be united in opposition to this violation of the liberties 
of all. 

The single question then is, whether you consider Boston as 
now suffering in the common cause, and sensibly feel and resent 
the injury and affront offered to her. If you do, and we cannot 
believe otherwise, may we not, from your approbation of our 
former conduct in defense of American liberty, rely on your 
suspending your trade with Great Britain at least. 



16 ORIGINAL DOCUMENTS. 



RESPONSES OF THE COLONIES. 

**We feel the heavy hand of power, and claim a share of 
your sufferings." "Depend upon it we will further assist you 
with provisions and men if you need it." "Our people are open 
and generous, firm and resolute in the cause of liberty ; hope the 
people of Boston remain firm and steady." "Hold on and hold 
out to the last. As you are placed in the front rank, if you fail 
all will be over." "Give us leave to entreat, to beg, to conjure 
you, by everything that is dear, by everything that is, sacred, by 
the venerable names of our pious forefathers, who suffered, who 
bled in the defense of liberty, not to desert the cause in this try- 
ing crisis." "Stand firm, and let your intrepid courage show to 
the world that you are Christians." 

From Fairfax county, Va., George Washington, Chairman: 

— "Resolved That the inhabitants of the town of Boston 

are now suffering in the common cause of all British America 

and therefore that a subscription ought immediately to be opened 
.... to purchase provisions . . to be distributed among the 
poorer sort of people there " 

" Resolved, That nothing will so much defeat the pernicious 
designs of the common enemies of Great Britain and her Colonies, 
as a firm union of the latter, who ought to regard every act of 
violence or oppression inflicted upon any one .... as aimed at 
all ; and .... that a congress should be appointed, to consist of 
deputies from all the colonies to concert a plan for the de- 
fense .... of our common rights. ..." 

Gifts received at Boston during the operation of the Port Bill 
between January 30, and April 17, 1775. 

Massachusetts towns sent cash, corn, wood, rye, grain, 
cheese, pork, handkerchiefs (home made), meal, shoes, potatoes, 
turnips, cabbages, wheat, beef, rice, hay, malt, thread, moose- 



THE SIEGE OF BOSTON. 17 



skin breeches, wool, tobacco, flax, shovels, spinning-wheel, flour, 
butter. 

New Hampshire sent cash, £iio. 

Connecticut sent cash, sheep, cattle, cheese, corn, rye, 
wood, turnips, wheat, (sent in four times). 

Virginia sent wheat C3723 bu.), flour, bread, corn (1525 bu. 
at one time ; at another, over $500 worth). 

New Jersey sent cash, i'155. 

Pennsylvania sent cash, £160, flour (500 barrels), bar iron, 
nails. 

Canada sent £100. Rhode Island sent cash, £221. South 
Carolina sent cash, ^1513, and rice (£80 worth). Dominica 
sent coca. Total values received, i^i'^i. — (Mace's Manual of 
American History, pp. 160-163.) 



THE SIEGE OF BOSTON. 

The Continental Army. — .... The following newspaper ex- 
tract will show what stuff this army was made of: 

On Friday evening last, arrived at Lancaster, (Pennsylvania) 
.... on their way to the American camp, Capt. Cresap's com- 
pany of riflemen, consisting of one hundred and thirty active, 

brave young fellows These men have been bred in the 

woods to hardships and dangers from their infancy (One) 

of the company held a barrel stave perpendicularly in his hands 

with one edge close to his side, while one of his comrades, 

at the distance of upwards of sixty yards and without any kind 
of a rest, .... shot several bullets through it The specta- 
tors appearing to be amazed .... were told that there was 

not one who could not plug nineteen bullets out of twenty, as 



18 ORIGINAL DOCUMENTS. 



they termed it, within an inch ot the head of a tenpenny nail. 
.... At night a great fire was l<indled .... where the company 
.... (gave) a perfect exhibition of a war-dance, and all the ma- 
noeuvres of Indians, holding council, going to war, circumventing 

their enemies by ... . ambuscades, scalping, etc This 

morning they will set out on their way for Cambridge. (From 
Sheldon-Barnes' American History.) 



EXTRACTS FROM '^COMMON SENSE." 

(PUBLISHED JANUARY 9, 1776.) 
(FROTHINGHAM'S REPUBLIC, 472-478) 

I offer nothing more than simple facts, plain arguments, and 
common sense. The period of debate is closed. Arms, as the 
last recourse, decide the contest. The appeal was the choice of 

the king, and the continent hath accepted the challenge. 

'Tis not the affair of a city, a county, a province, or a kingdom, 
but of a continent, — of at least one-eighth part of the habitable 
globe. 'Tis not the concern of a day, a year, or an age; poster- 
ity are virtually involved in the contest, and will be more or less 

affected, even to the end of time, by the proceedings now 

Britain is the parent country, say some. Then the more shame 
for her conduct. Europe, not England, is the parent country of 
America. This new world hath been the asylum for the perse- 
cuted lovers of civil and religious liberty from every part of Eu- 
rope. The same tyranny which drove the first emigrants from 
home pursues their descendants still. We claim brotherhood with 
every European Christian, and triumph in the generosity of the 
sentiment. 

1 challenge the warmest advocate for reconciliation to show 
a single advantage that this continent can reap by being con- 
nected with Great Britain. Everything that is right or reasona- 



EXTRA C TS FR OM " COMA f ON SENSE. " 19 



ble pleads for separation. The blood of the slain, the weeping 
voice of Nature cries, '"Tis time to part." Even the distance at 
which the Almighty hath placed England and America is a strong 
and natural proof that the authority of the one over the other 
was never the design of Heaven. Men of passive tempers look 
somewhat lightly over the offenses of Britain, and, still hoping 
for the best, are apt to call out, "Come, come! we shall be friends 
again for all this." But examine the passions and feelings of 
mankind, bring the doctrine of reconciliation to the touchstone of 
nature, and then tell me whether you can hereafter love, honor, 
and faithfully serve the povver that hath carried fire and sword 
into your land? If you cannot do all these, then are you only 
deceiving yourselves, and by your delay bringing ruin on poster- 
ity. But if you say you can pass the violations over, then 1 ask, 
hath your house been burnt? hath your property been destroyed 
before your face? have you lost a parent or child by their hands, 
and yourself the ruined and wretched survivor? If you have not, 
then you are not a judge of those who have. But if you have, 
and can still shake hands with the murderer, then you are un- 
worthy the name of husband, father, friend, or lover; and, what- 
ever may be your rank and title in lite, you have the heart of a 
coward and the spirit of a sycophant. 'lis not in the power of 
England or of Europe to conquer America, 

But the most powerful of all arguments is, that nothing but 
independence — i. e., a continental form of government — can keep 
the peace of the continent, and preserve it inviolate from civil 
wars I have heard some men say that they dreaded inde- 
pendence, fearing that it would produce civil wars. The colonies 
have manifested such a spirit of good order and obedience to con- 
tinental government as is sufficient to make every reasonable 
person easy and happy on that head. 



20 ORIGINAL DOCUMENTS. 



Can we but leave posterity with a settled form of gov- 
ernment, an independent constitution of its own, the purchase at 
any price will be cheap. 

Under our present denomination of British subjects, we can 
neither be received nor heard abroad; the custom of all courts is 
against us, and will be so until by an independence we take rank 
with other nations. These proceedings may at first appear 
strange and difficult, but, like all other steps which we have 
passed over, will in a little time become familiar and agreeable. 



LETTER FROM A SOLDIER IN BURGOYNE'S 

ARMY. 

On the 8th of October 1777 we danced a minuet back- 
ward! and merely showed the enemy our teeth and claws. We did, 
however, considerable damage with our cannon. In the night 
we began our retreat, and arrived at Saratoga in the evening. 
Bad roads and abominable weather caused us to leave in the en- 
emy's hands some baggage and a number of cannon. 

On the afternoon of the loth, General Gates appeared with 
his army, and stationed himself on the heights near the church 
at Saratoga. The Fishkill, which could very comfortably be wa- 
ded, alone separated the two armies from each other. 

On the nth, the enemy crossed the Fishkill with several 
brigades; but my Lord Balcarras opened fire upon them with his 
cannon, driving them back with loss. They, however, captured 
our bateaux, some provisions and other articles, together with 
one English officer and forty men. During the nth, 12th and 
13th the cannonading never ceased, while the fire of musketry 



WASHINGTON A T VALLEY FORGE. 21 



between the outposts of the two armies was incessant. The en- 
emy continued, with their superior numbers, to hem us in, until 
by the 14th of October retreat was impossible. Our provisions 
also had by this time so diminished that hunger stared us in the 
face. Again, not only was the enemy's position a strong one, 
but they outnumbered us four to one; so that, even should we 
have chanced to defeat them, — which, by the way, was highly 
improbable, — our condition, so far as our stomachs were con- 
cerned, would in no wise have been improved. 

To force them back upon Albany at one coup was not to be 
thought of. The enemy, moreover, did not design to attack us, 
as they hoped that in a few days hunger would cause us to sur- 
render without the shedding of blood. To abandon our artillery 
and baggage, and fight our way with bayonets through the terri- 
ble wilderness back to Cartillon, seemed the only thing left for 
us. But even this idea had to be abandoned, for it had by this 
time become plain to us all, that without any resources the larger 
portion of us would die a most miserable death upon the journey. 
We therefore preferred an honorable capitulation to an ignomini- 
ous death. (From Revolutionary Letters by William L. Stone.) 



WASHINGTON AT VALLEY FORGE. 

The next winter (1777-78) Washington and his army were en- 
camped at Valley Forge, whence Washington writes to Congress: 

Yesterday afternoon .... I ordered the troops to be in read- 
iness (to fight) . . . ; when behold, to my great mortification 

the men were unable to stir on account of (hunger.) 

And this, the great and crying evil, is not all. The soap, 
vinegar, and other articles allowed by Congress, we see none of. 
The first indeed, we have now little occasion for; few men 



22 ORIGINAL DOCUMENTS. 

having more than one shirt, .... and some none at all. in addi- 
tion to which .... two thousand ei,g;ht hundred and ninety-eight 
men now in camp are unfit for duty, because they are barefooted 
and otherwise naked, .... numbers having been obliged .... to sit 
up all night by fires .... (on account of having no blankets.) It 
is a much easier thing to (find fault with the army) in a comfort- 
able room by a good fireside, ti.an to occupy a cold, bleak hill, 

and sleep under frost and snow 

For seven days past, there has been little less than a famine 
in camp. A part of the army has been a week without any kind 
of flesh, and the rest three or four days. Naked and starving as 
they are, we cannot enough admire the incomparable patience 
and fidelity of the soldiery (From Sheldon-Barnes' Ameri- 
can History.) 



TROUBLES WITH ENGLAND; BEGINNING OF 
WAR OF 1812. 

IMPRESSMENT OF AMERICAN SAILORS 

At this same time Great Britain claimed the right to take a 
British-born sailor from any American ship where she could find 
him, and make him serve in the British navy; the way this 
worked may be seen from the following passage taken from a 
leading magazine of that time: 

Future generations of the American people will not surely be- 
lieve that their ancestors, immortal in history for their resistance 

to oppression really submitted to such outrages We, 

of the present day, know and feel the horrid certainty of these 
things. We have endured them for years .... and at last are 
compelled to resist them by force Would Great Britain per- 



TROUBLES WITH ENGLAND. 23 



mil her ships to he searched and her seamen to be carried off, at 
the discreUon of any American officer who pleased to take them? .... 

The editor then gives the following letter: 

Dear Brother. — I am sorry to acquaint you with my unfortu- 
nate situation, but necessity obliges me Being on shore one 

day at Lisbon, I was impressed by a gang and brought on board 
of the Conqueror, where I am still confined, neither have I been 
allowed to put my foot on shore since I was brought on board, 
which is now three years. O my brother! think of my hard fate, 
to be so long confined, and not half victuals enough to eat, and 

constant hard work When I first came on board I told the 

captain I was an American, .... but he told me to go to work. 

We sailed from Lisbon to Cadiz. I then wrote to (the) 

American Consul, and told him my deplorable situation. The 
captain got news of my trying to gain my freedom, and put me in 
irons, and threatened to inflict a severe punishment by flogging 

me, if ever I did the like again I was kept in irons until the 

ship came out of Cadiz, and then .... put to my duty again. 
I hope that government may see the necessity of taking means 
for the releasing American seamen out of the British service, 
where there are thousands of them. There is a great number in 
this fleet, and in this ship, who all join me in my request. For 

God's sake .... continue to write to the consul in London 

If my mother is living, you must not let her know my distress, 
for I am afraid she will take it too much to heart. 1 long to see 
her, and all of you once more but am afraid 1 never shall 

Your loving brother until death, 

JAMES BROWN. 

(From Sheldon-Barnes' American History.) 



24 ORIGINAL DOCUMENTS. 



THE MONROE DOCTRINE. 

(Monroe's Messao;e, Dec. 2, 1823. Annals of Congress; 
i8th Congress.) 

"... In the wars of the European powers, in matters relat- 
ing to themselves, we have never taken any part, nor does it 
comport with our policy so to do. It is only when our rights are 
invaded or seriously menaced, that we resent injuries or make 
preparation for defense. With the movements in this hemisphere 
we are of necessity more immediately connected, and by causes 
which must be obvious to all enlightened and impartial observ- 
ers. .... We owe it, therefore, to candor, and to the amicable re- 
lations existing between the United States and those powers to 
declare, that we should consider any attempt on their part to ex- 
tend their system to any portion of this hemisphere as dangerous 
to our peace and safety. With the existing colonies or dependen- 
cies of any European power we have not interfered, and shall not 
interfere. But with the governments who have declared their in- 
dependence, and maintained it, and whose independence we 
have, on great consideration, and on just principles, acknow- 
ledged, we could not view any interposition for the purpose of op- 
pressing them, or controlling in any other manner their destiny, 
by any European power, in any other light than as the manifest- 
ation of an unfriendly disposition towards the United States '' 



SOUTH CAROLINA ORDINANCE OF NULLIFICA- 
TION. 

NOVEMBER 24, 1832. 

.... Whereas the Congress of the United States, by various 
acts purporting to be acts laying duties and imposts on foreign 
imports, but in reality intended for the protection of domestic 



SOUTH CAROLINA ORDINANCE OF NULLIFICATION. 25 

manufactures, and the giving of bounties to classes and individu- 
als engaged in particular employments, at the expense and to the 
injury and oppression of other classes and individuals, and by 
wholly exempting from taxation certain foreign commodities, such 
as are not produced or manufactured in the United States, to 
afford a pretext for imposing higher and excessive duties on arti- 
cles similar to those intended to be protected, hath exceeded its 
just powers under the Constitution, which confers on it no author- 
ity to afford such protection, and hath violated the true meaning 
and intent of the Constitution, which provides for equality in im- 
posing the burdens of taxation upon the several States : And 

whereas the said Congress, exceeding its just power to impose 
taxes and collect revenue for the purpose of effecting and accom- 
plishing the specific objects and purposes which the Constitution 
of the United States authorizes it to effect and accomplish, hath 
raised and collected unnecessary revenue for objects unauthorized 
by the Constitution: 

We, therefore, the people of the State of South Carolina in 
Convention assembled, to declare and ordain, and it is hereby 
declared and ordained, that the several acts and parts of acts of 
the Congress of the United States, purporting to be laws for the 
imposing of duties and imposts on the importation of foreign com- 
modities, and now having actual operation and effect within the 
United States, . . . are null, void, and no law, nor binding upon 
this State, its officers or citizens; and all promises, contracts, and 
obligations, made or entered into, or to be made or entered into, 
with purpose to secure the duties imposed by the said acts, and 
all judicial proceedings which shall be hereafter had in affirmance 
thereof, are and shall be held utterly null and void 

And it is further ordained, that in no case of law or equity, 
decided in the courts of this State, wherein shall be drawn in 



26 ORIGINAL DOCUMENTS. 

question the authority of this ordinance, or the vaHdity of such 
act or acts of the Legislature as may be passed for the purpose of 
giving effect thereto, or the validity of the aforesaid acts of Con- 
gress, imposing duties, shall any appeal be taken or allowed to 
the Supreme Court of the United States, nor shall any copy of 
the record be permitted or allowed for that purpose; and if any 
such appeal shall be attempted to be taken, the courts of this 
State shall proceed to execute and to enforce their judgments, ac- 
cording to the laws and usages of the State, without reference to 
such attempted appeal, and the person or persons attempting to 
take such appeal may be dealt with as for a contempt of the 
court. 

And it is further ordained, that all persons bow (now) hold- 
ing any office of honor, profit, or trust, civil or military, under this 
State, (members of the Legislature excepted), shall, within such 
time, and in such manner as the Legislature shall prescribe, take 
an oath well and truly to obey, execute, and enforce, this ordin- 
ance, and such act or acts of the Legislature as maybe passed in 
pursuance thereof, according to the true intent and meaning of the 
same; .... 

And we, the people of South Carolina, to the end that it may 
be fully understood by the Government of the United States, and 
the people of the co-States, that we are determined to maintain 
this, our ( rdinance and declaration, at every hazard, do further 
declare that we will not submit to the application of force, on the 
part of the Federal Government, to reduce this State to obedi- 
ence; and that the people of this State will henceforth hold 

themselves absolved from all further obligation to maintain orpre- 
serve their political connection with the people of the other 
States, and will forthwith proceed to organize a separate Govern- 



J A CKSON'S PROCLAMA TION. 27 



ment, and do all other acts and things which sovereign and inde- 
pendent States may of right to do (Documents illustrative 

of American History. — MacDonald.) 



JACKSON'S PROCLAMATION AGAINST NULLIFI- 
CATION. 

(ELLIOT, DEBATES, v 4, p 582 ) 

'*And whereas the said ordinance prescribes to the people 
of South Carolina a course of conduct in direct violation of their 
duty as citizens of the United States, contrary to the laws of their 
country, subversive of its Constitution, and having for its object 

the destruction of the union 1, Andrew Jackson, President 

of the United States, have thought proper to issue this, my proc- 
lamation, stating my views ot the constitution and laws applica- 
ble to the measures adopted by the convention of South Caro- 
lina " 

"The ordinance is founded, not on the indefeasible right of 
resisting acts which are plainly unconstitutional and too oppres- 
sive to be endured, but on the strange position that any one state 
may not only declare an act of Congress void but prohibit its ex- 
ecution; that they may do this consistently with the constitution; 
that the true construction of that instrument permits a state to 
retain its place in the union, and yet be bound by no other of its 
laws than those it may choose to consider as constitutional." .... 

**But reasoning'on this subject is superflous, when our social 
compact in express terms, declares that the laws of the United 
States, its constitution, and treaties made under it, are the su- 
preme law of the land; and, for greater caution, adds that the 
judges in every state shall be bound thereby, anything in the 
constitution or laws of any state to the contrary notwithstand- 
ing." .... 



28 ORIGINAL DOCUMENTS. 



**To say that any state may at pleasure secede from the union, 
is to say that the United States are not a nation; because it 
would be a solecism to contend that any part of a nation might 
dissolve its connection with the other parts, to their injury or ruin, 
without committing any offense." 



FUGITIVE SLAVE ACT. 

SEPTEMBER 18, 1850. 

.... Sec. 6. And he it further enacted. That when a person 
held to service or labor in any State or Territory of the United 
States, has heretofore or shall hereafter escape into another State 
or Territory of the United States, the person or persons to whom 
such service or labor may be due, or his, her, or their agent or at- 
torney, duly authorized, .... may pursue and reclaim such fugi- 
tive person, either by procuring a warrant from some one of the 
courts, judges, or commissioners aforesaid, of the proper circuit, 
district, or county, for the apprehension of such fugitive from ser- 
vice or labor, or by seizing and arresting such fugitive, where the 
same can be done without process, . .. (may) use such reason- 
able force and restraint as may be necessary, under the circum- 
stances of the case, to take and remove such fugitive person back 
to the State or Territory whence he or she may have escaped as 
aforesaid. In no trial or hearing under this act shall the testi- 
mony of such alleged fugitive be admitted in evidence; and the 
certificates in this and the first (fourth) section mentioned, shall 
be conclusive of the right of the person or persons in whose favor 
granted, to remove such fugitive to the State or Territory from 
which he escaped, and shall prevent all molestation of such per- 
son or persons by any process issued by any court, judge, magis- 
trate, or other person whomsoever. 



DRED SCOTT DECISION. 29 



Sec. 7. And be it further enacted, That any person who 
shall knowingly and willingly obstruct, hinder, or prevent such 
claimant, his agent or attorney, or any person or persons lawfully 
assisting him, her or them, from arresting such a fugitive from 
service or labor, either with or without process as aforesaid, or 
shall rescue, or attempt to rescue, such fugitive from service or 
labor, from the custody of such clamiaiit, his or her agent or at- 
torney, or other person or persons lawfully assisting as aforesaid, 
vvhen so arrested, pursuant to the authority herein given and de- 
clared; or shall aid, abet, or assist such person so owing service 
or labor as aforesaid, directly or indirectly, to escape from such 
claimant, his agent or attorney, or other person or persons legally 
authorized as aforesaid; or shall harbor or conceal such fugitive, 
so as to prevent the discovery and arrest of such person, after 
notice or knowledge of the fact that such person was a fugitive 
from service or labor as aforesaid, shall, for either of said offences, 
be subject to a fme not exceeding one thousand dollars, and im- 
prisonment not exceeding six months, by indictment and convic- 
tion before the District Court of the United States for the district 
in which such offence may have been committed (Doc- 
uments Illustrative American History. — MacDonald.) 



DRED SCOTT DECISION. 

MARCH 6, 1857. 

.... The question is simply this: Can a negro, whose an- 
cestors were imported into this country and sold as slaves, be- 
come a member of the political community formed and brought 
into existence by the Constitution of the United States, and as 
such become entitled to all the rights, and privileges, and immu- 
nities, guaranteed by that instrument to the citizen. One of 



30 ORIGINAL DOCUMENTS. 

these rights is the privilege of suing in a court of the United States 
in the cases specified in the Constitution. ... 

We think they are not, and that they are not included, and 
were not intended to be included, under the word "citizens" in 
the Constitution, and can, therefore, claim none of the rights and 
privileges which that instrument provides for and secures to citi- 
zens of the United States. On the contrary, they were at that 
time considered as a subordinate and inferior class of beings, who 
had been subjugated by the dominant race, and whether emanci- 
pated or not, yet remained subject to their authority, and had no 
rights or privileges but such as those who held the power and the 
government might choose to grant them 

And if the Constitution recognizes the right of property of the 
master in a slave, and makes no distinction between that descrip- 
tion of property and other property owned by a citizen, no tribu- 
nal, acting under the authority of the United States, whether it 
be legislative, executive, or judicial, has a right to draw such a 
distinction, or deny to it the benefit of the provisions and guaran- 
tees which have been provided for the protection of private prop- 
erty against the encroachments of the government. 

Now, as we have already said in an earlier part of this opin- 
ion, upon a different point, the right of property in a slave is dis- 
tinctly and expressly affirmed in the Constitution. The right to 
traffic in it, like an ordinary article of merchandise and property, 
was guaranteed to the citizens of the LInited States, in every 
State that might desire it, for twenty years. And the govern- 
ment in express terms is pledged to protect it in all future time, 
if the slave escapes from his owner. This is done in plain words 
— too plain to be misunderstood. And no word can be found in 
the Constitution which gives Congress a greater power over slave 
property, or which entitles property of that kind to less protection 



JOHN BROWN'S RAID. 31 

than property of any other description. The only power conferred 
is the power coupled with the duty of guarding and protecting the 
owner in his rights. 

Upon these considerations, it is the opinion of the court that 
the Act of Congress which prohibited a citizen from holding and 
owning property of this kind in the territory of the United States 
north of the line therein mentioned, is not warranted by the Con- 
stitution, and is therefore void; and that neither Dred Scott him- 
self, nor any of his family, were made free by being carried into 
this territory; even if they had been carried there by the owner, 
with the intention of becoming a permanent resident (Docu- 
ments Illustrative of American History. — MacDonald. ) 



JOHN BROWN'S RAID. 

The effect of John Brown's raid in Virginia, as described by 
one who was a girl at the time: 

The only association I have with my old home in Virginia 
that is not one of unmixed happiness relates to the time immedi- 
ately succeeding the execution of John Brown at Harper's Ferry. 
... - There seemed to be no especial reason for us to share ui the 
apprehension of an uprising of the blacks. But there was the 
fear-unspoken, .... dark, boding, oppressive and altogether hate- 
ful The notes of whip-poor-wills in the sweet-gum swamp 

near the stable, the mutterings of a distant thunder storm, even 
the rustle of the night wind in the oaks that shaded my window, 
filled me with nameless dread. In the day-time it seemed impos- 
sible to associate suspicion with those familiar tawny or sable fa- 
ces that surrounded us. We had seen them for so many years 
smiling or saddening with the family joys or sorrows; they were 



32 ORIGINAL DOCUMENTS. 



SO guileless, so patient, so satisfied. What .... should transform 
them into tigers thirsting for our blood.? The idea was prepost- 
erous. But when evening came again, and with it the hour when 
the colored people .... assembled themselves together for dance 
or prayer-meeting, the ghost that refused to be laid was again at 
one's elbow. Rusty bolts were drawn and rusty fire arms loaded. 
A watch was set where never before had eye or ear been lent to 
such a service. In short, peace had flown from the borders of 
Virginia. (From Sheldon-Barnes' American History.) 



LIBFiAHYOFCONGREsF 




011462 667 3 • 



